Song Hee-Young, Nam Kyoung A
Department of Nursing, Wonju College of Medicine, Yonsei University, Wonju-si, Gangwon-do, South Korea.
School of Nursing, Research Institute of Nursing Science, Hallym University, Chuncheon-si, Gangwon-do, South Korea.
J Multidiscip Healthc. 2022 Apr 22;15:847-856. doi: 10.2147/JMDH.S359412. eCollection 2022.
Interprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea.
This was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, test, and independent sample -test.
Students in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score.
This study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students' needs.
针对医疗保健专业的本科学生开展的跨专业教育（IPE）有助于培养跨专业协作所需的技能，而跨专业协作对患者护理至关重要。本研究评估了韩国护理和医学专业本科学生对IPE及跨专业协作的需求和看法。
本研究采用便利抽样法，对130名护理专业和68名医学专业的本科学生进行了横断面调查，这些学生从未接触过IPE。使用了跨专业学习准备量表（RIPLS，19项）、跨学科教育感知量表（IEPS，12项）和跨专业教育与协作（IPEC）能力自我评估量表（16项）。数据采用描述性统计、t检验和独立样本t检验进行分析。
两所学校的学生几乎同样表示在临床轮转中需要IPE和基于实践的IPE，重点是普通病房的患者，并希望学习团队合作。护理专业学生的RIPLS平均得分是68.5±5.62，医学专业学生为67.5±6.53；IEPS平均得分护理专业学生为57.0±7.03，医学专业学生为５８.７±７.０８，均无显著差异。护理专业学生在RIPLS的积极职业认同子量表上得分显著更高，而医学专业学生在IEPS的能力与自主性以及感知到的合作需求子量表上得分更高。IPEC能力自我评估量表的总分护理专业学生为65.2±3.35，医学专业学生为67.4±2.96，后者得分显著更高。
本研究揭示了两所学校在IPE及跨专业协作的需求和看法上存在差异。这些发现值得进一步研究，以设计出反映学生需求的IPE项目目标和策略。
