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Dr. Margaret Mc Adam
Assistant Professor, School of Nursing & Midwifery

Biography

Dr. Margaret Mc Adam is an Assistant Professor and currently Post Graduate Course Co-ordinator in the school of Nursing and Midwifery, Trinity College Dublin. She obtained her PhD from Trinity College Dublin in the field of Interprofessional Education and Working within healthcare. As part of a research teams within the school, she has worked on research studies that have attracted approximately €400,000 in research funding. She has a particular interest in quantitative methods and mixed research methods. Her particular teaching interests and responsibilities relate to interprofessional education and collaborative practice, research methods, teaching and learning, and interpersonal communication in health and social care. Dr. Mc Adam has a strong track record in curriculum development at under and postgraduate levels leading in innovation in curriculum design and delivery using blended and online delivery methods. She also fulfils this role as part of the MSc Curriculum Committee and Post Graduate 'Linking Education and Practice' Committee.

Publications and Further Research Outputs

Peer-Reviewed Publications

McAdam, M., A longitudinal study of attitudes towards Interprofessional Education and working among undergraduate healthcare students , Trinity Health & Education International Research Conference , University of Dublin, Trinity College, March 6-7th, 2019 Conference Paper, 2019

McAdam, M., O'Brien, F., Ryan, F., The experiences of national and non-national nurses in the Irish health care system, Irish Nurse, 6, (12), 2004, p17 Journal Article, 2004

McAdam, M; O'Brien, F & Ryan, F, The experiences of national and non-national nurses in the Irish health care system, Irish Nurse, 7, (1), 2004, p25- Journal Article, 2004

Ryan, F.,Mc Adam,M.,O'Brien,F. , The experiences of national and non-national nurses in the Irish health care system., The National Council for the Professional Development of Nursing and Midwifery, Alexander Hotel, Dublin, 17th November, 2004 Poster, 2004

A Paradoxical Dilemma in Nurse Education in, editor(s)Ryan, A & Walsh,T , Unsettling the Horses. Interrogating Adult Education Perspectives, Co.Kildare, MACE, 2004, pp88 - 110, [Mc Adam, M] Book Chapter, 2004

Ryan, F., McAdam, M., O'Brien, F., , Embracing Cultural Change in the Health Service: The Sustainability Question., Researching Women: Trinity - past, present and future, , Print House, Trinity College, 10th December , 2004 Poster, 2004

Mc Adam,M; O'Brien,F & Ryan, F, The experiences of national and non-national nurses in the Irish health care system, Equality News, Winter, 2004, p7 - 11 Journal Article, 2004

Research Expertise

Projects

  • Title
    • A Study of Undergraduate Healthcare Students Views Regarding Interprofessional Working and Education.
  • Summary
    • Multidisciplinary teamwork, collaboration and effective interprofessional working (IPW) among healthcare professionals is essential for the successful delivery of quality healthcare and is how healthcare is managed within the Irish system. The World Healthcare Organisation (1988) recommended multidisciplinary team working as a means of improving healthcare delivery. Yet, Paradoxically, undergraduate students of healthcare learn theory and skills related to their profession on educational courses that are completely separate for both clinical and academic content. Interprofessional education (IPE) addresses this issue and aims to improve IPW. The U.K Centre for Advancement of Interprofessional Education(CAIPE)(1997)defines IPE as occasions when two or more professions learn from and about each other to improve collaboration and quality of care. This should not be confused with multiprofessional or interdisciplinary learning, which implies learning that does not have interaction and teamwork as its focus. A key factor to the success of IPE involves embracement of its purpose and value by the students of healthcare. Attitudes, stereotypes and professional identity development potentially impact on the success of IPE and IPW and it would appear important to determine these prior to the establishment of IPE. This study aims to describe Irish undergraduate healthcare students' views and attitudes regarding IPE and IPW in one large university in the Republic of Ireland and to examine if exposure to the healthcare environment changes attitudes during the first year of study. A survey questionnaire will be issued to undergraduate students on 6 healthcare courses namely, nursing, medicine, dietetics, physiotherapy, pharmacy, and occupational therapy on commencement of programme, and on return to study one year later. This study will yield information guiding future development of IPE within Irish educational institutions with the aim to improve IPW. The ultimate aim is to enhance quality patient care through greater efficiency and effectiveness within the Irish healthcare service.
  • Title
    • A Critical Paradox
  • Summary
    • This qualitative study explored the perspectives and experiences of nurse educators, regarding transfer of nurse education from the traditional hospital based apprentice type model, to the third level sector. In the light of the goal to engender empowered, autonomous, critically thinking nurse professionals through education, it examined what nurse educators considered as empowering and liberating education and whether it was practiced in reality. It interrogated oppression in nursing and questioned if the transfer to third level education would induce a repositioning from oppression to empowerment, not just for the individual learner, but also for the collective community in the socio-political context. It looked at how oppression can be addressed through a liberating critical pedagogy.
  • Date From
    • 2001
  • Date To
    • 2002

Keywords

Interprofessional Education in Healthcare

Recognition

Representations

School of nursing and midwifery representative for college Interprofessional Learning group 2017 to date

Awards and Honours

Awarded PhD 3 year stipend 2009

Memberships

Centre forAdvanced Interprofessional Education (CAIPE) 2011 – Date