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Tran NT, Nguyen Thi Thu P, Thao NTT, Van Minh D, Binh NTT, Ngo QMT. Readiness for interprofessional education among health profession lecturers at a University in Vietnam: A cross-sectional study. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102151. [PMID: 38996650 DOI: 10.1016/j.cptl.2024.102151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2024] [Revised: 06/28/2024] [Accepted: 06/29/2024] [Indexed: 07/14/2024]
Abstract
Interprofessional education is acknowledged as an efficacious strategy for fostering collaboration among healthcare professionals, especially in developing countries where interdisciplinarity and cooperation among healthcare practitioners are notably deficient. The present study aimed to investigate the readiness among medical, pharmacy, public health, and nursing faculties for development of an IPE curriculum at a university in Vietnam. Employing a quantitative approach, the revised version of the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire, comprising 19 items, was utilized to gather data from sixty-nine lecturers, including 26 medicine, 23 pharmacy, 11 public health, and 9 nursing faculties. Total scores and subscores (pertaining to teamwork and collaboration, professional identity, and roles and responsibilities) were subjected to comparison using the Kruskal-Wallis and Mann-Whitney U tests. Findings revealed a high level of readiness among all faculty members toward IPE with little difference between each faculty. However, nursing lecturers exhibited a more favorable attitude toward the roles and responsibilities associated with IPE in contrast to their counterparts in the medicine faculty (1.89 ± 1.02 vs 3.15 ± 0.63, p = 0.0048). Further study with deep interview methods should be done to explore the barriers of faculty members as well as of the leadership in developing IPE.
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Affiliation(s)
- Ngan Thi Tran
- Faculty of Pharmacy, Hai Phong University of Medicine and Pharmacy, Viet Nam; Biomedical-Pharmaceutical sciences Research Group, Haiphong University of Medicine and Pharmacy, Viet Nam
| | - Phuong Nguyen Thi Thu
- Faculty of Pharmacy, Hai Phong University of Medicine and Pharmacy, Viet Nam; Biomedical-Pharmaceutical sciences Research Group, Haiphong University of Medicine and Pharmacy, Viet Nam
| | - Nguyen Thi Thu Thao
- Faculty of Public Health, Hai Phong University of Medicine and Pharmacy, Viet Nam; Center for Medical Education and Scientific Research, Hai Phong University of Medicine and Pharmacy, Viet Nam
| | - Dang Van Minh
- Center for Medical Education and Scientific Research, Hai Phong University of Medicine and Pharmacy, Viet Nam
| | - Nguyen Thi Thanh Binh
- Faculty of Public Health, Hai Phong University of Medicine and Pharmacy, Viet Nam; Center for Medical Education and Scientific Research, Hai Phong University of Medicine and Pharmacy, Viet Nam
| | - Quynh-Mai Thi Ngo
- Faculty of Pharmacy, Hai Phong University of Medicine and Pharmacy, Viet Nam; Biomedical-Pharmaceutical sciences Research Group, Haiphong University of Medicine and Pharmacy, Viet Nam.
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Alharbi NS, Alenazi NM, Althubaiti A, Alkahtani R, Nasser S, Aldriwesh MG. Evaluating Interprofessional Education Readiness and Perceptions Among Health Professions Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:659-668. [PMID: 39007127 PMCID: PMC11246653 DOI: 10.2147/amep.s461901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Accepted: 06/26/2024] [Indexed: 07/16/2024]
Abstract
Background Inter-professional learning (IPL) or more broadly Inter-professional Education (IPE) refer to a pedagogical approach that involves creating a learning experience where students from different professions learn about, from, and with each other. IPE is crucial for preparing health professionals to offer patient-centered care as part of an interdisciplinary team. This study aims to assess the readiness for IPL among students from different health professions colleges at King Saud bin Abdulaziz University for Health Sciences. Methods A cross-sectional design was conducted for this study, with a total of 476 undergraduate students from College of Medicine, College of Nursing, and College of Applied Medical Sciences. By using quota sampling, the readiness for interprofessional learning scale (RIPLS) was used to assess the student's readiness for interprofessional learning. Results The overall mean score of RIPLS for the students participating was 76.20, with the highest mean score in teamwork and collaboration at 39.73. The lowest mean score was in roles and responsibility at 8.45. The professional identity subscale had a mean score of 26.85. A significant difference in professional identity was found between students in applied medical sciences, nursing, and medicine colleges. Conclusion The study reveals that undergraduate students have positive attitudes towards interprofessional education, which can enhance their engagement in developing competencies necessary for effective contribution to interprofessional healthcare teams. High readiness among medical, nursing, and applied medical sciences students allows for the Introduction of IPL.
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Affiliation(s)
- Nouf Sulaiman Alharbi
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
| | - Nourah Mohammed Alenazi
- General Administration of Emergencies, Disasters, and Medical Transportation, Ministry of Health, Riyadh, Saudi Arabia
| | - Alaa Althubaiti
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Jeddah, Saudi Arabia
| | - Reem Alkahtani
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
- Department of Basic Medical Sciences, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Seema Nasser
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
- Department of Nursing, College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Marwh Gassim Aldriwesh
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
- Department of Clinical Laboratory Sciences, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
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An R, Wang J, Li S, Li N, Yin Y, Wang X. Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:62. [PMID: 38225611 PMCID: PMC10790394 DOI: 10.1186/s12909-023-04953-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 12/07/2023] [Indexed: 01/17/2024]
Abstract
BACKGROUND Modern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students' interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two. METHODS A cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson's correlation, and multiple linear regression analysis. RESULTS Readiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Significant differences were found in the research variables according to participants' sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies (p < 0.05, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (r = 0.316, p < 0.01). The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (β = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001). CONCLUSIONS Readiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. Moreover, there was a significant positive correlation between the two. Therefore, it is very important for nursing educators to improve nursing students' academic self-efficacy before improving their readiness for interprofessional learning.
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Affiliation(s)
- Ran An
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Jinfang Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Shaojie Li
- School of Public Health, Peking University Health Science Center, Xueyuan Road, Beijing, Haidian District, China
| | - Na Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Yongtian Yin
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China.
- Department of Education, Shandong Normal University, Wendong Street, Jinan, Lixia District, China.
| | - Xinyuan Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
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Wong G, Irving M, Forsyth CJ, Chen R, Tsai C. Intraprofessional learning: Dentistry and oral health students' readiness and experience. J Dent Educ 2023; 87:1542-1551. [PMID: 37530069 DOI: 10.1002/jdd.13340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Revised: 05/21/2023] [Accepted: 07/22/2023] [Indexed: 08/03/2023]
Abstract
INTRODUCTION Intraprofessional learning is a promising approach to enhance teamwork and patient care. This mixed-method study aimed to assess the readiness and experience of dental and oral health students toward intraprofessional learning. METHODS Dental and oral health students were paired alternatively in a clinician and assistant role in a pediatric clinical setting. The Readiness for Interprofessional Learning Scale was adapted for a pre- and post-survey. Focus groups were conducted to elicit the students' shared learning experience. RESULTS Approximately 50% of dental and oral health students participated in the pre- and post-survey. Pre-test findings revealed similar attitudes toward intraprofessional practice for both groups. However, a statistically significant lower score (p < 0.022) for the oral health students in the post-test suggested a less positive attitude toward their experience. Qualitative results indicated that dental students acquired a better understanding of the clinical scope of oral health students, and they learned clinical skills and behavior management from their counterparts. Conversely, oral health students experienced a hierarchical lack of collegiality and reciprocity from dental students, which may have contributed to their lower post-test score. Despite this, some oral health students gained more confidence in their roles and abilities within the intraprofessional team. Overall, dental students valued this learning experience more and desired more intraprofessional opportunities. CONCLUSION Both groups of dental and oral health students had similar readiness levels to enter intraprofessional practice, appreciated the intraprofessional experience, and gained an increased appreciation for the collaborative approach to patient care. Intraprofessional learning during training may assist with developing collegiality across the dental professions in practice.
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Affiliation(s)
- Grace Wong
- Sydney Dental School, Faculty of Medicine and Health, The University of Sydney, Westmead, New South Wales, Australia
- Oral Health, School of Health, Medical and Applied Science, The Central Queensland University, Rockhampton, Queensland, Australia
- School of Nursing and Midwifery, Western Sydney University, Penrith South, New South Wales, Australia
- Oral Health Services, Northern Sydney Local Health District, NSW Health, North Ryde, New South Wales, Australia
| | - Michelle Irving
- Menzies Centre for Health Policy, School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
- Centre for Evidence and Implementation, Carlton, Victoria, Australia
| | - Cathryn J Forsyth
- Sydney Dental School, Faculty of Medicine and Health, the University of Sydney, Sydney, New South Wales, Australia
| | - Rebecca Chen
- The University of Sydney Westmead Applied Research Centre, Westmead, New South Wales, Australia
| | - Carrie Tsai
- Sydney Dental School, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
- Sydney Dental Hospital, Oral Health Services, Sydney Local Health District, NSW Health, Surry Hills, New South Wales, Australia
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Khalafi A, Sarvi Sarmeydani N, Akhoondzadeh R. Simulation-based Interprofessional Education (IPE) for Enhanced Attitude and Teamwork of Anesthesiology Residents and Nurse Anesthesia Students in Iran. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2023; 11:105-112. [PMID: 37113681 PMCID: PMC10126715 DOI: 10.30476/jamp.2022.95701.1657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 09/11/2022] [Indexed: 06/19/2023]
Abstract
INTRODUCTION Simulation-based interprofessional education (IPE) provides the basis for the necessary competencies for interprofessional collaboration. This study aimed to examine the effects of this educational approach on anesthesia students' attitude and teamwork. METHODS This quasi-experimental study was performed on 72 anesthesiology residents and nurse anesthesia students consisting of 36 participants in the intervention and 36 in the control group. The intervention group participated in a simulation-based interprofessional season, including three scenarios in the induction phase of anesthesia. The control group received routine education. We used the Readiness for Interprofessional Learning Scale (RIPLS) to measure attitude and the KidSIM Team Performance Scale to assess teamwork. The data were analyzed by Analysis of Covariance, paired T-test, Chi-square, and Fischer's exact test in SPSS software, version 22. RESULTS Comparing post-test scores by ANCOVA showed a significant difference between groups (p=0.001) because there was a significant positive change in the overall attitude score in the intervention group after receiving simulation-based IPE. Regarding the quality of teamwork, the intervention group's scores in all three sub-scales changed significantly after intervention (p<0.05). CONCLUSIONS The simulation-based IPE is recommended to promote a teamwork culture and train empowered anesthesia professionals.
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Affiliation(s)
- Ali Khalafi
- Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Nooshin Sarvi Sarmeydani
- Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Reza Akhoondzadeh
- Department of Anesthesiology and Pain Medicine, Faculty of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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