Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork

Kerry Lee Hood, Robyn Patricia Cant, Julie Baulch, Alana Gilbee, Michelle Theresa Leech, Amanda Anderson, Kathryn Davies

Research output: Contribution to journalArticleResearchpeer-review

Abstract

How willing are today s medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Methods: Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. Results: For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/Collaboration, and were more positive about Professional Identity than medical students (p <.001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p <.001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p <.05). Conclusion: Overall, students attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students attitudes throughout the university degree.
Original languageEnglish
Pages (from-to)117 - 122
Number of pages6
JournalNurse Education in Practice
Volume14
Issue number2
DOIs
Publication statusPublished - 2014

Cite this

@article{23d7c6501d03418c87aa3553715704bd,
title = "Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork",
abstract = "How willing are today s medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Methods: Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. Results: For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/Collaboration, and were more positive about Professional Identity than medical students (p <.001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p <.001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p <.05). Conclusion: Overall, students attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students attitudes throughout the university degree.",
author = "Hood, {Kerry Lee} and Cant, {Robyn Patricia} and Julie Baulch and Alana Gilbee and Leech, {Michelle Theresa} and Amanda Anderson and Kathryn Davies",
year = "2014",
doi = "10.1016/j.nepr.2013.07.013",
language = "English",
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pages = "117 -- 122",
journal = "Nurse Education in Practice",
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Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork. / Hood, Kerry Lee; Cant, Robyn Patricia; Baulch, Julie; Gilbee, Alana; Leech, Michelle Theresa; Anderson, Amanda; Davies, Kathryn.

In: Nurse Education in Practice, Vol. 14, No. 2, 2014, p. 117 - 122.

Research output: Contribution to journalArticleResearchpeer-review

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AU - Anderson, Amanda

AU - Davies, Kathryn

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AB - How willing are today s medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nursing-emergency health (paramedic), medical, physiotherapy and nutrition-dietetics students. Methods: Senior undergraduate students from six disciplines at one university completed the Readiness for Interprofessional Learning Scale prior to participating in interprofessional clinical learning modules. Results: For 741 students, the highest ranked response was agreement about a need for teamwork (mean 4.42 of 5 points). Nursing students held significantly more positive attitudes towards Teamwork/Collaboration, and were more positive about Professional Identity than medical students (p <.001). Midwifery and nursing-emergency-health students rejected uncertainty about Roles/Responsibilities compared with medical students (p <.001). One-third of all students who had prior experience of interprofessional learning held more positive attitudes in each of four attitude domains (p <.05). Conclusion: Overall, students attitudes towards interprofessional learning were positive and all student groups were willing to engage in learning interprofessionally. Early introduction of IPL is recommended. Further studies should explore the trajectory of students attitudes throughout the university degree.

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