ArticleJournal of multidisciplinary healthcare2022
Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study.
Article in Journal of multidisciplinary healthcare, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Experiences, challenges, and enablers for promoting interprofessional education among medical students: A scoping review.PloS one · 2026Article
- Enhancing interprofessional education readiness in undergraduate dental students: a scenario-based peer learning programme.BMC oral health · 2024Article
- Evaluation of an interprofessional education intervention in partnership with patient educators.Acta bio-medica : Atenei Parmensis · 2023Article
- Redesigning Nursing Curricula for Human-AI Collaboration Using a Fifth Industrial Revolution Framework: Discursive Paper.SAGE open nursingReview
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Purpose: To investigate readiness for interprofessional learning (IPL) among Norwegian health-care students at bachelor-, postgraduate- and master's level, before and after participating in a one-day scenario-based simulation-training course. Participants and Methods: A pretest-posttest study using readiness for interprofessional learning scale (RIPLS) was conducted with bachelor nursing students (n = 123, 4th semester), postgraduate nursing students from anesthesia, operating theatre and intensive care (n = 61, 1st semester) and medical students (n = 78, 10th semester). Results: Bachelor nursing students and postgraduate nursing students scored significantly higher in the posttest on all four subscales and on the total scale. Between professions, medical students scored significantly higher on subscale 1 (teamwork and collaboration) and subscale 3 (positive professional identity) and significantly lower on subscale 4 (roles and responsibilities) in the pretest. In the posttest bachelor nursing students scored significantly higher on subscale 2 (negative professional identity) and medical students scored significantly lower on subscale 4. The internal consistency for RIPLS was acceptable, except for subscale 4. Conclusion: The study indicates readiness for IPL in our sample of Norwegian health-care students. RIPLS had the ability to measure significant changes in attitudes both within each profession and between professions.
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