Abstract
Abstract: The purpose of this collective case study was to explore the diffusion of interprofessional education (IPE) in response to specific Future Education Model (FEM) Graduate Program accreditation standards and performance indicators. Data were collected via semi-structured interviews with a purposive sample of 12 FEM program directors from geographically diverse US states. Website and document review were triangulated with the interview data, and Roger’s Diffusion of Innovation (DOI) was used as a theoretical framework to add dimension to the study. Three themes emerged from analysis: 1) Accreditation standards are not the driving force of IPE; 2) Program Directors can serve as “IPE Navigators;” and, 3) IPE is possible with supportive partners. This research is timely as the minimum degree requirements to sit for the registration examination for dietitians will be a graduate degree beginning in 2024. This shift has prompted several institutions of higher education to adopt ACEND FEM graduate programs. This research shows that having accreditation standards alone may not be enough to diffuse the innovation of IPE, and the gap between perceived value for IPE and how to implement IPE needs to be narrowed by intentional leadership, peer mentoring, and additional resources such as time, templates, toolkits, and training.
Recommended Citation
Whitney, Paige and Kluge, Mary Ann
(2023)
"Navigating the Adoption of Interprofessional Education as a Performance Standard in Dietetics Education,"
Journal of Dietetic Education: Vol. 1:
Iss.
1, Article 3.
Available at:
https://ecommons.udayton.edu/jde/vol1/iss1/3
Included in
Dietetics and Clinical Nutrition Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Food Studies Commons, Higher Education Commons, Other Nutrition Commons, Public Health Education and Promotion Commons