Are Undergraduate Health Care Students ‘Ready’ for Interprofessional Learning? A Cross-Sectional Attitudinal Study (original) (raw)
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Attitudes and Readiness of Students of Healthcare Professions towards Interprofessional Learning
PLOS ONE, 2017
Objectives To evaluate the attitudes and readiness of students of healthcare professions towards interprofessional learning. Methodology A cross-sectional study design was used. Two different scales were used to measure the readiness for and perception of interprofessional learning; these were the 'Readiness for Interprofessional Learning Scale' and the 'Interdisciplinary Education Perception Scale'. A convenience sampling method was employed. The sample was drawn from undergraduate students enrolled in years 1 to 5 of medical, dental, pharmacy and health sciences programme. Descriptive and inferential statistics were used to analyse the data.
Readiness for Interprofessional Education: Perspective from Medical and Nursing Students
Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education
Background: Interprofessional education (IPE) is argued as an educational strategy for promoting communication and collaboration amongst prospective healthcare professionals. The benefits of IPE have culminated in improved patient care leading to enhanced satisfaction for patients and healthcare practitioners. Therefore, further exploration is needed to assess the readiness for IPE through healthcare students’ perspectives, specifically medical and nursing students.This study aimed to assess medical and nursing students’ readiness for IPE and the effect of gender on their readiness.Methods: A quantitative study design using the Readiness for Interprofessional Learning Scale (RIPLS) was employed on 150 medical students and 150 nursing students. Data was analyzed using descriptive and Mann-Whitney statistical analyses.Results: The readiness of IPE score was statistically significantly different between medical and nursing students (p-value <0.0001), with nursing students (Median 4....
Readiness for interprofessional learning among healthcare professional students
International journal of medical education, 2016
The purpose of this study was to investigate attitudes toward interprofessional learning among first year medical, nursing, and physician associate students at an American university at the start of their training. First year medical (n=101), nursing (n=81), and physician associate (n=35) students were invited to complete an anonymous online survey which included items related to demographic information and the Readiness for Interprofessional Learning Scale. Scores were compared by the general linear model and Duncan's multiple range test while controlling for demographic differences. All three groups scored in the high range, indicating readiness for shared learning. Female students, those with advanced degrees, and those with healthcare experience prior to enrolment in health professional school had significantly higher scores than their counterparts. After controlling for differences in demographic factors, nursing students scored significantly higher than physician associate...
Advances in medical education and practice, 2023
In interprofessional learning, students from different professions learn about, from, and with each other so that they can collaborate effectively, deliver high-quality healthcare, and achieve positive health outcomes. This study aimed to explore the readiness of students from four health professions education programs for interprofessional learning. Methods: A cross-sectional descriptive study was carried out on 339 students. The Readiness for Interprofessional Learning Scale (RIPLS) was used to collect data. Descriptive statistics were used. Paired-samples t-test and ANOVA test were used to compare the responses of participants. Correlations between dependent and independent variables were explored by Pearson's correlation test. The statistical significance level was set at p < 0.05. Results: The reliability study of the collected data showed excellent internal consistency (Cronbach's ɑ = 0.819). Results revealed a statistically significant difference between the responses of students from the four programs regarding the "Roles and Responsibilities" subscale (p = 0.000). A statistically significant difference between male and female students regarding two statements within the "Teamwork and Collaboration" subscale and one statement within the "Negative Professional Identity" subscale (p < 0.05) was also detected. The correlation study showed a weak but statistically significant correlation between RIPLS mean scores and the students' study program (p < 0.015). Conclusion: In conclusion, the students showed readiness for IPL as evidenced by their positive perception of the interprofessional learning concepts.
The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multilayered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences.
European Scientific Journal
Interprofessional course "Public health and interprofessional collaboration" was planned for the first semester medical and health care students by two universities of Oulu, Finland. The course architecture was built on blended methods including lectures, video based workshops, interactive e-learning phase based on family cases with everyday health and wellbeing problems of the family members. The course ended with student conference. All together 1681 students from ten different degree programs participated in the course during the years 2007-2013. In this paper we describe the students' readiness and attitudes towards interprofessional learning (IPL) with RIPLS (Readiness towards interprofessional learning scale) in the beginning of the course and students' feedback and learning experiences at the end of the course using the web based inquiry. The attitudes and readiness towards IPL were evaluated quite positive. The highest RIPLS scores were evaluated in Teamwork and collaboration. The different development of the attitudes between the groups was seen in Roles and responsibilities. In the longitudinal perspective the medical students evaluated all of the subscales lower than the health care students. The scoring stayed in the same level during the years. The difference between the groups was significant. The learning outcomes correlated linearly with students' own activity. Those students, who took actively part in web and group discussions learned most. Family cases helped them to get the big picture of the service system. Based on students feedback participative methods gradually replaced the traditionally methods like lectures during the years. The learning outcomes were evaluated relatively good.
Journal of Physical Therapy Science, 2016
Interprofessional education (IPE) is an important academic approach for preparing healthcare professionals to provide patient care in a collaborative team environment. This study aimed to measure the perceptions and readiness toward IPE among female undergraduate health-care students at King Saud University (KSU). [Subjects and Methods] A cross-sectional study carried out using a survey in the form of an electronic questionnaire: The Readiness for Interprofessional Learning Scale (RIPLS). The questionnaire was distributed to the students via e-mail and social media networks. [Results] The RIPLS was completed by 296 female health-care students at KSU who valued the importance of IPE. The differences between health-care disciplines in the perceptions and readiness toward IPE were statistically significant, but there were no differences between students of different years of study in their perception and readiness toward IPE. [Conclusion] Administering a course of interprofessional teamwork in the health-care curriculum is a major challenge for the clinical education community. IPE offers an opportunity to address the multidisciplinary concept in hospitals. Our findings indicate that undergraduate health-care students have high perception and readiness toward IPE.
Journal of Medical Education Development, 2018
Background & Objectives: Interprofessional learning (IPL) can create more collaborations among students of different healthcare disciplines. However, this depends on the tendency of students to learn from each other. Given the fact that the attitude of students is recognized as the major factor for the implementation and success of a program, this study aimed to determine the attitude of final-year students in fields of medicine, nursing, and midwifery of Iran University of Medical Sciences, Tehran, Iran toward the implementation of IPL. Materials and Methods: This descriptive and cross-sectional research was conducted on 200 final-year students in the fields of medicine, nursing, and midwifery, who were active in clinical settings and had work experiences in clinical environments. In this research, data were collected using the valid and reliable readiness for inter-professional learning scale (RIPLS), and subjects were selected through convenience sampling. Results: From 200 distributed scales, about 180 questionnaires (response rate=90%) were returned, 80 and 100 of which were filled by students in the fields of medicine, nursing and midwifery, respectively. According to the results, 50.6% of the respondents were female and 49.4% were male. Moreover, mean (standard deviation) total score of the evaluated students was equal to 79.8 (SD=92). Considering the obtaining of a score higher than the desired level by students (57), it could be concluded that the subjects had a positive attitude toward IPL. While the results were indicative of no significant difference between the two medicine and nursing-midwifery groups in terms of preparedness for IPL (P=0.4), there was a significant difference in the subcategory of cooperation and teamwork (P=0.001). In this regard, medical students obtained a lower score, compared to the nursing and midwifery students. Conclusion: According to the results of the study, the subjects had a proper attitude toward IPL, which itself is the most important support for the entrance of this new educational approach in student curriculums.
Health students’ experiences of the process of interprofessional education: a pilot project
Journal of Interprofessional Care, 2019
The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multilayered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences. The aim of this research was to determine the dynamics between the different health professions by exploring and describing the students' experiences of the IPE process. Theoretical case studies were presented to third-year students, who were grouped into interprofessional teams from the six different health professions at the Higher Education Institute's health sciences faculty. Data were gathered from reflective journals over a five-week period and a questionnaire was administered at the end of the project. Data were analysed and evaluated based on the interprofessional learning domains listed in the IPE framework of the World Health Organization. All participating health professions students felt positive about the project and agreed that it provided them with valuable IPE experiences. However, their long-term participation and commitment presented difficulty in an already demanding curriculum. The interprofessional dynamics were influenced by the relevance of the scenarios presented in the case studies to the different professions, the students' personalities and their previous experiences. Although the nursing students took initial leadership, contributions from the other professions became more prominent as the case studies unfolded. The findings indicated that the inclusion of different health professions in an interprofessional team should be guided by the specific scenarios incorporated to simulate interprofessional cooperation. The availability of the students and their scope of practice at third-year level should also be taken into account.