The Effect of Interprofessional Education on Student Readiness for Collaborative Practice.
Humans
Interprofessional Education
/ organization & administration
Interprofessional Relations
Cooperative Behavior
Students, Nursing
/ psychology
Education, Nursing, Baccalaureate
/ organization & administration
Female
Male
Nursing Education Research
Patient Care Team
/ organization & administration
Adult
Journal
The Journal of nursing education
ISSN: 1938-2421
Titre abrégé: J Nurs Educ
Pays: United States
ID NLM: 7705432
Informations de publication
Date de publication:
May 2024
May 2024
Historique:
medline:
11
5
2024
pubmed:
11
5
2024
entrez:
10
5
2024
Statut:
ppublish
Résumé
Health care reform promotes interprofessional patient-centric health care models associated with improved population health outcomes. Interprofessional education (IPE) programs are necessary to cultivate collaborative care, yet little evidence exists to support IPE pedagogy within nursing and other health science academia. This quasiexperimental study examined differences in pre- and posttest Readiness for Interprofessional Learning Scale (RIPLS) scores following an IPE intervention. The IPE intervention consisted of a video presentation and a debriefing session after a simulated interprofessional collaborative patient care conference that introduced baccalaureate nursing and health science students to the roles and responsibilities of clinicians in team-based primary care. Pre- and postintervention RIPLS scores were analyzed. Pre- and postintervention RIPLS scores increased across all subscales, with distinct variation between nursing and health science student subscales. This IPE intervention had positive effects on students' readiness for interprofessional learning. Additional research is warranted to support health science pedagogy.
Sections du résumé
BACKGROUND
UNASSIGNED
Health care reform promotes interprofessional patient-centric health care models associated with improved population health outcomes. Interprofessional education (IPE) programs are necessary to cultivate collaborative care, yet little evidence exists to support IPE pedagogy within nursing and other health science academia.
METHOD
UNASSIGNED
This quasiexperimental study examined differences in pre- and posttest Readiness for Interprofessional Learning Scale (RIPLS) scores following an IPE intervention. The IPE intervention consisted of a video presentation and a debriefing session after a simulated interprofessional collaborative patient care conference that introduced baccalaureate nursing and health science students to the roles and responsibilities of clinicians in team-based primary care. Pre- and postintervention RIPLS scores were analyzed.
RESULTS
UNASSIGNED
Pre- and postintervention RIPLS scores increased across all subscales, with distinct variation between nursing and health science student subscales.
CONCLUSION
UNASSIGNED
This IPE intervention had positive effects on students' readiness for interprofessional learning. Additional research is warranted to support health science pedagogy.
Identifiants
pubmed: 38729140
doi: 10.3928/01484834-20240305-05
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM