About the Authors Delois Meyer Laverentz, MN, RN, CCRN-K, is a clinical assistant professor, University of Kansas School of Nursing, Kansas City, Kansas. Elizabeth Young, MSN, RN, CNE, is a clinical assistant professor, University of Kansas School of Nursing. Emily Cramer, PhD, is a research associate professor, University of Kansas School of Nursing. The authors acknowledge the financial support of the University of Kansas School of Nursing Clinical Faculty Research Grant for this research project and the University of Kansas Medical Center Research Institute for travel grants to present research findings. The authors are grateful for the guidance of Dr. Cynthia Teel for her mentorship during this research study. Thanks also to Sally Barhydt, publication consultant, University of Kansas School of Nursing, for her editorial assistance. For more information, contact Ms. Laverentz at
Nurs Educ Perspect. 2021;42(3):168-170. doi: 10.1097/01.NEP.0000000000000636.
To meet the demands of complex health care systems with multiple professions, it is recommended that nursing students have interprofessional educational experiences throughout the curriculum. We assessed longitudinal changes in nursing students' attitudes toward interprofessional collaboration in the context of an Interprofessional Education Passport Program. Students were surveyed using the Interprofessional Attitudes Scale at the beginning and end of the two-year curriculum. Students showed significant improvement from baseline to posttest in three of five subscales: Teamwork, Roles, and Responsibilities; Interprofessional Biases; and Community-Centeredness. A longitudinal interprofessional education curriculum may influence students' attitudes regarding teamwork, roles, responsibilities, and biases.
为了满足具有多种职业的复杂医疗保健系统的需求，建议护理专业的学生在整个课程中都有跨专业的教育体验。我们评估了在跨专业教育护照计划背景下护理专业学生对跨专业合作的态度的纵向变化。学生在两年课程的开始和结束时使用跨专业态度量表进行了调查。在五个分量表中的三个方面，学生从基线到后测有显著的提高：团队合作、角色和责任；跨专业偏见；以及以社区为中心。纵向的跨专业教育课程可能会影响学生对团队合作、角色、责任和偏见的态度。
