Volume 11, Issue 1 (3-2023)
J Surg Trauma 2023, 11(1): 21-27 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Amouzeshi Z, Daryazadeh S, Keramatinejad S. Comparison of medical and nursing students’ readiness for interprofessional education in the surgical department. J Surg Trauma 2023; 11 (1) :21-27
URL: http://jsurgery.bums.ac.ir/article-1-360-en.html
URL: http://jsurgery.bums.ac.ir/article-1-360-en.html
Ph.D. in Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
Abstract: (612 Views)
-
Introduction: Interprofessional Education (IPE) is concentrating on the expansion of suitable communication and a teamwork setting for all healthcare providers to conduct patient care well. This study was conducted with the aim of examining the readiness of medical and nursing students for IPE in the surgery department.
Methods: This descriptive-cross-sectional study was conducted on 42 nursing and medical students at Birjand University of Medical Sciences (2022) in Iran who were included in the study by the census. The Persian version of RIPLS (The Readiness for Inter-Professional Learning Scale) was used to collect data. Data analysis was performed using descriptive and analytic statistics and the Mann–Whitney U test (P≤0.05). -
Results: Totally mean score for RIPLS was (85.81±5.33). Comparisons of the mean scores in the roles and responsibilities subscale between the discipline (P=0.041) and gender (P=0.034) of students showed significant differences. But the mean scores in the other subscales as well as the total mean score of RIPLS did not show a significant difference between nursing and medical students (P>0.05).
-
Conclusions: Nursing and medical students were highly ready for IPE. It is suitable that before the start of IPE, educational workshops have been conducted to learn interprofessional principles, and also recommended the use of IPE in the official curriculum.
Type of Study: Research |
Subject:
Educational
Received: 2022/12/9 | Accepted: 2023/03/11 | ePublished ahead of print: 2023/04/8 | Published: 2023/04/25 | ePublished: 2023/04/25
Received: 2022/12/9 | Accepted: 2023/03/11 | ePublished ahead of print: 2023/04/8 | Published: 2023/04/25 | ePublished: 2023/04/25
References
1. Rothdiener M, Griewatz J, Meder A, Dall'Acqua A, Obertacke U, Kirschniak A, et al. Surgeons' participation in the development of collaboration and management competencies in undergraduate medical education. Plos one. 2020;15(6):e0233400. [DOI:10.1371/journal.pone.0233400] [PMID] []
2. Kaldheim HKA, Slettebø Å. Respecting as a basic teamwork process in the operating theatre-A qualitative study of theatre nurses who work in interdisciplinary surgical teams of what they see as important factors in this collaboration. Nordisk sygeplejeforskning. 2016;6(1):49-64. [DOI:10.18261/issn.1892-2686-2016-01-05]
3. Hultman CS, Connolly A, Halvorson EG, Rowland P, Meyers MO, Mayer DC, et al. Get on your boots: preparing fourth-year medical students for a career in surgery, using a focused curriculum to teach the competency of professionalism. journal of surgical research. 2012; 177(2):217-223. [DOI:10.1016/j.jss.2012.06.019] [PMID]
4. Alruwaili A, Mumenah N, Alharthy N, Othman F. Students' readiness for and perception of Interprofessional learning: a cross-sectional study. BMC Med Educ. 2020; 20(1):390. [DOI:10.1186/s12909-020-02325-9] [PMID] []
5. Organization WH. Framework for action on interprofessional education and collaborative practice. World Health Organization; 2010.
6. Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes. Cochrane Database Syst Rev. 2013(3). [DOI:10.1002/14651858.CD002213.pub3] [PMID] []
7. Guraya SY, Barr H. The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. Kaohsiung J Med Sci. 2018;34(3):160-165. [DOI:10.1016/j.kjms.2017.12.009] [PMID]
8. Morison S, Boohan M, Moutray M, Jenkins J. Developing pre-qualification inter-professional education for nursing and medical students: sampling student attitudes to guide J Nurses Prof Dev. 2004;4(1):20-29. [DOI:10.1016/S1471-5953(03)00015-5] [PMID]
9. Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical education. 1999;33(2):95-100. [DOI:10.1046/j.1365-2923.1999.00298.x] [PMID]
10. Curran V, Hollett A, Casimiro LM, Mccarthy P, Banfield V, Hall P, et al. Development and validation of the interprofessional collaborator assessment rubric ((ICAR)). J Interprof Care. 2011; 25(5):339-344. [DOI:10.3109/13561820.2011.589542] [PMID]
11. Yamani N, Jafae R, Karimi H, Erajpour A, Jarahi L. Medical, nursing and radiology students Readiness for Interprofessional Education in Mashhad University of Medical Sciences. Journal of Medical Education Development. 2015; 8(17):113-121.
12. Mukhtar J, Hussain M, Perveen K, Afzal M, Gilani SA. Students' perception and readiness towards inter-professional learning. International Journal of Social Sciences and Management. 2018;5(3):192-200. [DOI:10.3126/ijssm.v5i3.20610]
13. Kara P, Karaçay Yıkar S, Çerçer Z, Köse Tosunöz İ, Arslan S, Nazik E. Perception and readiness for inter-professional education of health discipline students: A cross-sectional study. Nurse Educ Today. 2022;112:105333. [DOI:10.1016/j.nedt.2022.105333] [PMID]
14. Keshtkaran Z, Sharif F, Rambod M. Students' readiness for and perception of inter-professional learning: a cross-sectional study. Nurse Educ Today. 2014; 34(6):991-998. [DOI:10.1016/j.nedt.2013.12.008] [PMID]
15. Köse Tosunöz İ, Karaçay Yıkar S, Çerçer Z, Kara P, Arslan S, Nazik E. Perceptions of interdisciplinary education and readiness for inter-professional education of nursing students: A sample of three different cities in Turkey. Nurse Educ Today. 2021;97:104673. [DOI:10.1016/j.nedt.2020.104673] [PMID]
16. Amini B, Bigdeli S, Shirazi M, Mirshahvalad SM. Validity and reliability of the "Readiness for Interprofessional Learning Scale (RIPLS)" in Iranian context. Payavard Salamat. 2016; 10(1):51-58.
17. Morison S, Boohan M, Jenkins J, Moutray M. Facilitating undergraduate interprofessional learning in healthcare: comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care. 2003;2(2):92-104. [DOI:10.1046/j.1473-6861.2003.00043.x]
18. Groessl JM, Vandenhouten CL. Examining students' attitudes and readiness for interprofessional education and practice. Educ Res Int. 2019;(1-7). [DOI:10.1155/2019/2153292]
19. Pinto A, Lee S, Lombardo S, Salama M, Ellis S, Kay T, et al. The impact of structured inter-professional education on health care professional students' perceptions of collaboration in a clinical setting. Physiother Can. 2012; 64(2):145-156. [DOI:10.3138/ptc.2010-52] [PMID] []
20. Wilhelmsson M, Ponzer S, Dahlgren L-O, Timpka T, Faresjö T. Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?. BMC Med Educ. 2011;11(1):1-10. [DOI:10.1186/1472-6920-11-15] [PMID] []
21. de Oliveira VF, Bittencourt MF, Pinto ÍFN, Lucchetti ALG, da Silva Ezequiel O, Lucchetti G. Comparison of the Readiness for Interprofessional Learning and the rate of contact among students from nine different healthcare courses. Nurse Educ Today. 2018;(63):64-68. [DOI:10.1016/j.nedt.2018.01.013] [PMID]
22. Curran VR, Sharpe D, Forristall J, Flynn K. Attitudes of health sciences students towards interprofessional teamwork and education. Learning in Health and Social Care. 2008; 7(3):146-156. [DOI:10.1111/j.1473-6861.2008.00184.x]
23. Vahabi A, Vahabi A, Vahabi B, Sayyadi M, Roshani D. Study the readiness of students of Kurdistan University of Medical Sciences for inter- professional education and related factors in 2015. Medical Education. 2016; 4(2):40-46.
24. Zorek JA, Fike DS, Eickhoff JC, Engle JA, MacLaughlin EJ, Dominguez DG, et al. Refinement and validation of the student perceptions of physician-pharmacist interprofessional clinical education instrument. Am J Pharm Educ. 2016;80(3):47. [DOI:10.5688/ajpe80347] [PMID] []
25. Al-Qahtani MF. Measuring healthcare students' attitudes toward interprofessional education. J Taibah Univ Med Sci. 2016;11(6):579-585. [DOI:10.1016/j.jtumed.2016.09.003]
26. Hood K, Cant R, Baulch J, Gilbee A, Leech M, Anderson A, et al. Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork. Nurse Educ Pract. 2014;4(2):117-122. [DOI:10.1016/j.nepr.2013.07.013] [PMID]
27. Simin D, Novaković B, Brestovački-Svitlica B, Vujkov S, Milutinović D. New strategy in education of health professionals in Serbia: Analysis of students' readiness for inter-professional education. Med Pregl. 2018;71:9-16. [DOI:10.2298/MPNS18S1009S]
28. Carpenter J, Hewstone M. Shared learning for doctors and social workers: Evaluation of a programme. Br J Soc Work. 1996;26(2):239-257. [DOI:10.1093/oxfordjournals.bjsw.a011082]
29. Khazaei M, Karimi-Moonaghi H, Hassanian SM, Avan A. Improvement of learning and professional competency among postgraduate students through designing and implementation of interprofessional education. Journal of Isfahan Medical School. 2018;36(496):1106-1115.
30. Ericson A, Löfgren S, Bolinder G, Reeves S, Kitto S, Masiello I. Interprofessional education in a student-led emergency department: A realist evaluation. J Interprof Care. 2017;31(2):199-206. [DOI:10.1080/13561820.2016.1250726] [PMID]
31. Amouzeshi Z, Daryazadeh S. Strategies for improving clinical teaching in emergency department: Applicable to clinical teachers and especially emergency medicine. J Surg Trauma. 2019;7(2):42-47. [DOI:10.32592/Jsurgery.2019.7.2.101]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Attribution-NoneCommercial CC BY-NC
