Browse > Article
http://dx.doi.org/10.5977/jkasne.2019.25.3.312

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

Lee, Hyeonkyeong (Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University)
Kim, In Sook (Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University)
Lee, Tae Wha (Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University)
Kim, Gwang Suk (Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University)
Cho, Eunhee (Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University)
Lee, Kyung Hee (Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University)
Kim, Junghee (Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University)
Publication Information
The Journal of Korean Academic Society of Nursing Education / v.25, no.3, 2019 , pp. 312-320 More about this Journal
Abstract
Purpose: The purpose of this study was to investigate the level of perceived readiness for interprofessional learning and its differences between nursing and other health-related students. Methods: A web-based survey was conducted from April 25 to June 30, 2017 in one university in Korea. A total of 325 undergraduate nursing students and other health-related disciplines completed the structured questionnaire consisting of Readiness for Interprofessional Learning Scale and general characteristics. Data were analyzed by descriptive statistics, t-test, ANOVA, and multiple linear regression. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in other health-related students (t=3.50, p=.001). Nursing students had higher collaboration, professional identity, and roles and responsibilities than other health-related students. The class experiences with other major students was a significant factor related to the readiness for interprofessional learning both in nursing (p=.001) and other health-related students (p=.001). Conclusion: The findings suggest that nursing educators consider the different level of readiness for interprofessional learning between nursing and other health-related students while integrating interprofessional education into nursing education curricula.
Keywords
Nursing students; Interprofessional relations; Nursing education;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 Barton, A. J., & Brandt, B. (2018). Interprofessional education in the age of risk and innovation. Journal of Nursing Education, 57(11), 635-637.   DOI
2 Behling, O., & Law, K. S. (2000). Translating questionnaires and other research instruments: Problems and solutions. Thousand Oaks, CA: Sage Publications.
3 Dilman, D. A. (2000). Mail and internet surveys: The taliored design method (2nd ed.). New York: Wiley.
4 Granheim, B. M., Shaw, J. M., & Mansah, M. (2018). The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. Nurse Education Today, 62, 118-127. http://dx/doi.org/10.1016/j.nedt.2017.12.021   DOI
5 Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. Kaohsiung Journal of Medical Sciences, 34(3), 160-165.   DOI
6 Institute of Medicine (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Washington, DC: The National Academies Press.
7 Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.
8 Kim, C. J., Ahn, Y. H., Kim, M. W., Jeong, Y. O., & Lee, J. H. (2006). Development of standards and criteria for accreditation of a baccalaureate nursing education program: reflections on the unique characteristics of the nursing profession. Journal of Korean Academy of Nursing, 36(6), 1002-1011.   DOI
9 Kim, K. H., & Hwang, E., & Shin, S. (2017). Current status and future direction of interprofessional education in nursing education. Korean Medical Education Review, 19(1), 18-24.   DOI
10 Kim, M. W., Park, J. M., & Han, A. K. (2011). Analysis of curriculum of 4-year nursing schools. Journal of Korean Academic Society of Nursing Education, 17(3), 414-423.   DOI
11 Labrague, L. J., McEnroe-Petitte, D. M., Fronda, D. C., & Obeidat, A. A. (2018). Interprofessional simulation in undergraduate nursing program: An integrative review. Nurse Education Today, 67, 46-55. http://dx/doi.org/10.1016/j.nedt.2018.05.001   DOI
12 Lee, Y. H., Ahn, D., Moon, J., & Han, K. (2014). Perception of interprofessional conflicts and interprofessional education by doctors and nurses. Korean Journal of Medical Education, 26(4), 257-264.   DOI
13 Lestari, E., Stalmeijer, R. E., Widyandana, D., & Scherpbier, A. (2016). Understanding students' readiness for interprofessional learning in an Asian context: A mixed-methods study. BioMed Central Medical Education, 16(1), 179.
14 Lim, D. A., & Noble-Jones, R. (2018). Interprofessional education (IPE) in clinical practice for pre-registration nursing students: A structured literature review. Nurse Education Today, 68, 218-225. http://dx/doi.org/10.1016/j.nedt.2018.06.020   DOI
15 McFadyen, A. K., Webster, V., Strachan, K., Figgins, E., Brown, H., & McKechnie, J. (2005). The readiness for interprofessional learning scale: A possible more stable sub-scale model for the original version of RIPLS. Journal of Interprofessional Care, 19(6), 595-603.   DOI
16 McFadyen, A. K., Webster, V. S., Maclaren, W. M., & O'neill, M. A. (2010). Interprofessional attitudes and perceptions: Results from a longitudinal controlled trial of pre-registration health and social care students in Scotland. Journal of Interprofessional Care, 24(5), 549-564.   DOI
17 National Center for interprofessional Practice and Education. (2013, November 4). RIPLS: Readiness for interprofessional learning scale. Retrieved from https://nexusipe.org/informing/resource-center/ripls-readiness-interprofessional-learning-scale
18 National League for Nursing. (2016). Guide to effective interprofessional education experiences in nursing education. Retrieved from http://www.nln.org/docs/default-source/default-document-library/ipe-toolkit-krk-012716.pdf?sfvrsn=2
19 Park, H., Cho, J., & Chu, S. H. (2018). Interprofessional education programs for nursing students: A systematic review. Journal of Korean Academic Society of Nursing Education, 24(3), 235-249.   DOI
20 Parsell, G., & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education, 33(2), 95-100.   DOI
21 Porter, S. R., & Whitcomb, M. E. (2007). Mixed-mode contacts in web surveys paper is not necessarily better. Public Opinion Quarterly, 71(4), 635-648.   DOI
22 Reis, P. J., Faser, K., & Davis, M. (2015). A framework for web-based interprofessional education for midwifery and medical students. Journal of Midwifery & Women's Health, 60(6), 713-717.   DOI
23 Riskiyana, R., Claramita, M., & Rahayu, G. R. (2018). Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review. Nurse Education Today, 66(2018), 73-78.   DOI
24 Talwalkar, J. S., Fahs, D. B., Kayingo, G., Wong, R., Jeon, S., & Honan, L. (2016). Readiness for interprofessional learning among healthcare professional students. International Journal of Medical Education, 7, 144-148.   DOI
25 Wong, R. L., Fahs, D. B., Talwalkar, J. S., Colson, E. R., Desai, M. M., Kayingo, G., et al. (2016). A longitudinal study of health professional students' attitudes towards interprofessional education at an American university. Journal of Interprofessional Care, 30(2), 191-200.   DOI
26 World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice (No. WHO/HRH/HPN/10.3). Geneva: World Health Organization.
27 Zaudke, J. K., Paolo, A., Kleoppel, J., Phillips, C., & Shrader, S. (2016). The impact of an interprofessional practice experience on readiness for interprofessional learning. Family Medicine, 48(5), 371-376.
28 Zwarenstein, M., Goldman, J., & Reeves, S. (2009). Interprofessional collaboration: Effects of practice-based interventions on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (3), No. CD000072. http://dx.doi.org/10.1002/14651858.CD000072.pub2   DOI