Self-efficacy perceptions of interprofessional education and practice in undergraduate healthcare students

Abstract

Self-efficacy is an individual's perception of their ability to be successful in a given endeavour and it has been shown to have an important role in successful university education and clinical performance of healthcare workers. This article examines the self-efficacy beliefs of undergraduate healthcare students (n = 388) for the skills required for interprofessional education and interprofessional collaboration. The students were enrolled at an Australian university from the disciplines of public health, social work, and paramedic practice. The Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale, which is a valid and reliable scale, was used to determine the self-reported perceptions of self-efficacy in this cohort. The 16-item scale was developed for use with medicine and other healthcare professional undergraduate students. Student t-tests were used to compare scores between males and females, with one-way ANOVAs used to explore SEIEL scores across disciplines and year level. A significant difference was found between genders for the scores on SEIEL subscale 2 "Interprofessional evaluation and feedback" (p = 0.01) with the male mean being 2.65 units higher (Cohen's d = 0.29). There was also a significant gender difference for the overall SEIEL scale (p = 0.029) with the male mean being 4.1 units higher (Cohen's d = 0.238). No significant gender differences were demonstrated for the subscale "Interprofessional interaction." Neither subscale demonstrated significant differences between healthcare disciplines or course year. Further investigation is required to explore the reasons for the outcomes of this study. With the increasing importance of interprofessional education and practice within healthcare, it would also appear reasonable to consider further research into the development and support of student self-efficacy for the skills required for interprofessional education and interprofessional collaboration within healthcare curricula.

Stress and psychological impact of the COVID-19 outbreak on the healthcare staff at the fever clinic of a tertiary general hospital in Beijing: a cross-sectional study

“…25,26 Many factors affect the self-efficacy of healthcare staff, such as the selection criteria for the assignment of the healthcare staff to the fever clinic in the current study, team dynamics, vicarious experience, verbal persuasion from others and training in doctor–patient communication skills. 27–29 Supervision of protection procedures was available to every medical worker in the study. Demonstration and approbation from supervisors, working as a team member rather than alone, may have a positive effect on self-efficacy.…”

Development of a questionnaire to assess student behavioral confidence to undertake interprofessional education activities

“…Self-efficacy in the academic environment refers to the beliefs individuals hold in relation to their perceived capabilities to self-regulate their learning by utilizing strategies that are systematically oriented toward their learning goals (Usher et al, 2008). Students' selfefficacy is related to motivation and achievement and influences student engagement, persistence and effort in academic learning activities (Williams et al, 2017).…”

Studi Literatur : Pengaruh Pelatihan Interprofesional Terhadap Self Eficacy Pada Mahasiswa Kesehatan

“…Terdapat (Hagemeier et al, 2014;Watters et al, 2017;Holthaus et al, 2013;Brock et al, 2013;Boland et al, 2016;Hylin et al, 2007;Oza et al, 2015;Schaik, et al 2011). Hanya satu studi menunjukkan tidak ada peningkatan yang signifikan self-efficacy dalam interprofessional training (Williams et al, 2017 Hal tersebut sejalan dengan penelitian (Boland et al, 2016;Tofil et al, 2014;Holthaus, et al 2015) (Hagemeier et al, 2014;Watters, et al, 2017 ;Tofil et al, 2014;Holthaus, et al 2015).…”