Readiness for Interprofessional Education: Perspective From Medical and Nursing Students

Abstract

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 4.34) found to have higher readiness or indicate more positive attitudes toward IPE compared to medical students (Median 3.73). Students are found to have a positive attitude or readiness towards IPE. This study also revealed that there was no significant difference in IPE readiness based on genders (p-value 0.087).Conclusion: It is essential to engage students in preparing the implementation of IPE for health sciences courses. Further workshops for IPE can be a strategic step to enhance readiness of the students.

Medical Students’ Perceptions of the Implementation of Inter-Professional Education (IPE): Findings from a Medical School in Central Java, Indonesia

“…The results indicated that female students had significantly greater IEPS scores than male students, z = -2.23, p = 0.026. This finding differs from other studies which have found that there was no difference between sex in terms of IEPS scores (29,30).…”

“…Moreover, for this study, the total scores of modified IEPS and RIPLS are divided into three categories; good, intermediate, and bad, using the determination of the instrument category based on the interval formula (27). The categories for the modified IEPS instrument were eventually divided into three, namely good (52-72), moderate (32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50)(51), and bad (12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31). The RIPLS questionnaire categories were divided into three, namely good (58.7 -80), moderate (37.4 -58.6) and bad (16 -37.3).…”

Effectiveness of online interprofessional education-communication course during the COVID-19 pandemic

“…A study conducted at UPH (Universitas Pelita Harapan) Tangerang, Indonesia, examined the readiness of pre-clinical students and faculty members at the Faculty of Medicine (FoM) and Faculty of Nursing (FoN) for IPE [ 11 ]. Students were more prepared for interprofessional learning, including teamwork collaboration and an understanding of their professional identities, but less prepared for understanding their roles and responsibilities in IPE.…”