Attitude of health professional undergraduate students towards interprofessional learning

doi:10.3760/cma.j.issn.1673-677X.2017.06.008

Abstract

Abstract: Objective To investigate the attitude of health professional undergraduate students towards interprofessional learning and provide effective evidence for the setting of interprofessional education.Methods 453 health professional undergraduate students majoring in medicine, nursing, preventive medicine and rehabilitation treatment were measured by the Readiness for Interprofessional Learning Scale (RIPLS). Collected data was performed by mean ± standard deviation (SD), frequency, and percentage and analyzed by independent t test and one-way analysis of variance (ANOVA).Results The overall RIPLS score of students from the four major was (71.70±11.61), the subscales score of teamwork and collaboration, professional identity, and roles and responsibilities of RIPLS were (35.25±6.68), (26.72±5.12), (9.74±2.03), respectively. Statistical analyses revealed significant differences in professional identity, roles and responsibilities scores by professions, roles and responsibilities scores by grades and students who had clinical practice had lower scores of roles and responsibilities than these without clinical practice (all P<0.05).Conclusions Health professional undergraduate students' attitudes towards interprofessional learning were not positive. Professions, grades and the experience of clinical practice were factors associated with attitudes towards interprofessional collaboration. Therefore, educators should implement interprofessional education for health professional undergraduate students in the early education, which can promote teamwork and improve quality of care.

Key words: Undergraduate students, Interprofessional education, Study attitude, Investigation

Song Yuqing, Feng Chenchen, Chen Hong. Attitude of health professional undergraduate students towards interprofessional learning[J]. Chinese Journal of Medical Education, 2017, 37(6): 834-838.

References

[1] D'Amour D, Ferrada-Videla M, San MRL, et al. The conceptual basis for interprofessional collaboration:Core concepts and theoretical frameworks[J]. J Interprof Care, 2005,19 Suppl 1:116-131. DOI: 10.1080/13561820500082529.
[2] Olenick M, Allen LR, Smego RA. Interprofessional education:A concept analysis[J]. Adv Med Educ Pract, 2010,1:75-84. DOI: 10.2147/AMEP.S13207.
[3] Pinto A, Lee S, Lombardo S, et al. The impact of structured inter-professional education on health care professional students' perceptions of collaboration in a clinical setting[J]. Physiother Can, 2012,64(2):145-156. DOI: 10.3138/ptc.2010-52.
[4] Reid R, Bruce D, Allstaff K, et al. Validating the Readiness for Interprofessional Learning Scale (RIPLS) in the postgraduate context:Are health care professionals ready for IPL [J]? Med Educ, 2006,40(5):415-422. DOI: 10.1111/j.1365-2929.2006.02442.x.
[5] Curran VR, Sharpe D, Flynn K, et al. A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education[J]. J Interprof Care, 2010,24(1):41-52. DOI: 10.3109/13561820903011927.
[6] Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS)[J]. Med Educ, 1999,33(2):95-100.
[7] Aziz Z, Teck LC, Pang YY. The attitudes of medical, nursing and pharmacy students to inter-professional learning[J]. Procedia Soc Behav Sci, 2011, 29(4):639-645. DOI:10.1016/j.sbspro.2011.11.287.
[8] 王荣梅, 史念珂, 白锦兵, 等. 护理学和临床医学专业学生跨专业学习态度的对比研究[J].中国实用护理杂志,2014,30(36):15-18. DOI: 10.3760/cma.j.issn.1672-7088.2014.36.004.
Wang RM, Shi NK, Bai JB, et al. The attitudes towards interprofessional learning between nursing students and medical students[J].Chin J Prac Nurs,2014,30(36):15-18. DOI: 10.3760/cma.j.issn.1672-7088.2014.36.004.
[9] Lohenry K, Lie D, Fung CC, et al. Interprofessional education: What measurable learning outcomes are realistic for the physician assistant profession [J]. J Physician Assist Educ, 2016,27(2):63-67.DOI:10.1097/JPA.0000000000000072.
[10] Keshtkaran Z, Sharif F, Rambod M. Students' readiness for and perception of inter-professional learning:A cross-sectional study[J]. Nurse Educ Today, 2014,34(6):991-998. DOI: 10.1016/j.nedt.2013.12.008.
[11] World Health Organization. The framework for action on interprofessional education and collaborative practice[R]. Geneva: World Health Organization Press, 2010: 16-17.
[12] 于海容, 姜安丽. 国际医学领域跨专业教育研究的文献分析及对护理学的启示[J].护理学报,2015(22):1-6. DOI: 10.16460/j.issn1008-9969.2015.22.001.
Yu HR, Jiang AL. Literature on international medical trans-disciplinary education and its inspiration on nursing science in China[J].Journal of Nursing,2015(22):1-6. DOI: 10.16460/j.issn1008-9969.2015.22.001.
[13] Ohlén J, Segesten K. The professional identity of the nurse:Concept analysis and development[J]. J Adv Nurs, 1998, 28(4):720-7. DOI: 10.1046/j.1365-2648.1998.00704.x
[14] Horsburgh M,Lamdin R,Williamson E.Multiprofessional learning:The attitudes of medical, nursing and pharmacy students to shared learning[J]. Med Educ, 2001,35(9):876-883.
[15] Maharajan MK, Rajiah K, Khoo SP, et al. Attitudes and readiness of students of healthcare professions towards interprofessional learning[J]. PLoS One, 2017,12(1):e0168863. DOI: 10.1371/journal.pone.0168863.