Differences between Perceived Readiness for Interprofessional Learning in Nursing and Other Health-related Students

Lee, Hyeonkyeong; Kim, In Sook; Lee, Tae Wha; Kim, Gwang Suk; Cho, Eunhee; Lee, Kyung Hee; Kim, Jung-Hee

doi:10.5977/jkasne.2019.25.3.312

Cited by 5 publications

(5 citation statements)

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“…The finding confirms that IPE has not yet been effectively implemented in South Korea. IPE research on students was first conducted in nursing education, and research is at the stage of investigating students’ IPE attitudes and readiness [ 31 ]. In South Korean medical schools, lecture-based IPE is provided to medical students to enable them to understand the characteristics of and work done in other healthcare professionals, including nursing [ 19 ], and active IPE programs are rarely implemented [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

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Perception of interprofessional education and educational needs of students in South Korea: A comparative study

et al. 2020

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Due to the recent emphasis on the importance of interprofessional education (IPE) in healthcare fields, interest in IPE introduction is increasing in South Korea. The purpose of this study was to examine the differences in perceptions of medical, nursing, and pharmacy students regarding IPE. Also, the study aimed at identifying the priority rankings of educational needs by analyzing the differences between students’ perceptions of the importance level and the present level for each interprofessional competency. A cross-sectional study was carried out using a survey. A total of 1,500 questionnaires were distributed, of which 1,084 were returned (response rate, 72.3%). The participants were 559 medical, 393 nursing, and 96 pharmacy students. The questionnaire comprised items on the students’ perception of IPE and their interprofessional competency. The questionnaire comprised 12 items on their IPE perception and 9 items on their interprofessional competency. These items were developed by examining the content validity by medical educational specialists and conducting a factor analysis for verification. Data were analyzed using the t-test and ANOVA, and Borich’s formula was used to calculate the rank of educational needs.89.6% did not know the meaning of IPE. The difference in students’ perception of IPE was not significant by grade. Further, the level of IPE perception was higher for female than male students and for students who knew the meaning of IPE than those who did not. The nursing students’ perception of the importance, preference, and effectiveness of IPE was the highest, whereas medical students’ perception was the lowest. All students perceived their present level to be lower than the importance level for each interprofessional competency. Interprofessional communication skills (6.791) were highly necessary for students. These results will serve as baseline information for developing IPE programs in South Korea.

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Section: Discussionmentioning

confidence: 99%

“…Therefore, it is important to explore their perceptions of IPE to help to design this program. However, little is known about this issue, except for a recent study with nursing students in South Korea [ 31 ].…”

Section: Introductionmentioning

confidence: 99%

Perception of interprofessional education and educational needs of students in South Korea: A comparative study

et al. 2020

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“…The Likert scale ranges from “strongly disagree” (1 point) to “strongly agree” (5 points); the higher the score, the more positive the attitude toward interprofessional learning. In a previous study using the Korean version of the RIPLS, 25 for instrument reliability, Cronbach’s alpha was 0.880. In our study, Cronbach’s alpha for the total scale was 0.883, and those of subscales, ie teamwork and collaboration, negative professional identity, positive professional identity, and roles and responsibilities, were 0.858, 0.831, 0.814, and 0.752, respectively.…”

Section: Methodsmentioning

confidence: 99%

“…The Readiness for Interprofessional Learning Scale (RIPLS), 22 Interdisciplinary Education Perception Scale (IEPS), 23 and Interprofessional Education Collaborative (IPEC) Competency Self-Assessment Scale 24 were validated, published in English, and licensed for public use. 6 Specifically, the RIPLS was validated with Korean students in nursing, medicine, and other allied healthcare professions, such as physiotherapy, occupational therapy, and dental hygiene by Lee et al, 25 and it was also used to measure the effectiveness of IPE for medical and nursing students. 26…”

Section: Methodsmentioning

confidence: 99%

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea

Song¹,

Nam²

2022

JMDH

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Purpose Interprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea. Participants and Methods This was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, χ 2 test, and independent sample t -test. Results Students in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score. Conclusion This study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students’ needs.

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“…As response rates for online surveys tend to be less than 21% [9–11], we targeted the entire population of 837 in the current study to reach the required sample size. Further details are described elsewhere [12]. Although 526 (62.8%) students agreed to participate, only 374 responded to the survey (44.7% of the target population).…”

Section: Methodsmentioning

confidence: 99%

Interprofessional global health competencies of South Korean health professional students: educational needs and strategies

et al. 2019

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BackgroundThere is growing recognition of the importance of educating health professional students to enhance their competence in collaborating with individuals from other health professions in the area of global health. This study aimed to identify the performance levels in interprofessional global health competencies (IGHC) of health professional students, their educational needs, and the strategies for successfully developing IGHC.MethodsThis study used a mixed methods design involving an online survey followed by focus group interviews. A sample of 325 fourth-year undergraduate students from 14 health-related majors completed a self-report online survey (38.8% response rate). The performance of IGHC was measured on a five-point Likert scale using the IGHC items developed by the Consortium of Universities for Global Health. Additionally, 12 senior students and five professors in global health-related majors participated in focus group interviews. The students’ educational needs and priorities were analysed using the Borich needs assessment and the Locus for Focus model.ResultsThe participants’ IGHC mean score was 3.11 (SD = 0.55) and differed by previous global health activity experiences (t = − 2.10, p = .037). Nine competencies in six domains using the Locus for Focus model were identified as a priority for global health education. Suggested strategies to enhance IGHC included establishing IGHC education in formal curricula, developing value-based content and outcomes, and engaging students in learning activities.ConclusionsIt is necessary to design an interprofessional pre-departure course to achieve the priority IGHC and to organise learning activities where there is cooperation in problem solving while applying the expertise of each major within resource-limited settings. This study supports future health professional education that should foster enhanced roles and scopes of practice as changing agents to assure the achievement of sustainable development goals.

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Differences between Perceived Readiness for Interprofessional Learning in Nursing and Other Health-related Students

Cited by 5 publications

References 20 publications

Perception of interprofessional education and educational needs of students in South Korea: A comparative study

Perception of interprofessional education and educational needs of students in South Korea: A comparative study

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea

Interprofessional global health competencies of South Korean health professional students: educational needs and strategies

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