D'Costa Maria P, Jahan Firdous, Al Shidi Amal
Department of Nursing, Oman College of Health Sciences, North Batinah Branch, Suhar, Oman.
Department of Family Medicine, College of Medicine and Health Sciences, National University of Science and Technology, North Batinah region, Oman.
J Taibah Univ Med Sci. 2021 Nov 12;17(2):248-255. doi: 10.1016/j.jtumed.2021.10.004. eCollection 2022 Apr.
Interactive learning through interprofessional education enhances collaborative practice. This study aims to determine the attitude, perception, and readiness of Omani undergraduate health professions students toward interprofessional education and practice.
A total of 327 Omani undergraduates across different health fields participated in this cross-sectional study. Data was gathered via an online-based survey by using two previously validated and reliable tools: 1) the Student Perceptions of Interprofessional Clinical Education-revised (SPICE-R2) and 2) the Readiness for Interprofessional Education Scale-modified. Data were analysed using descriptive and inferential statistics.
The overall mean score of the students' attitude and readiness toward interprofessional education was 56.77 (SD = 5.51). The overall mean score of the students' perception toward interprofessional education was 41.42 (SD = 4.56). The overall mean attitude and readiness score and perception score were higher for the pharmacy students than for the rest of the students; however, no statistically significant difference was noted in the scores of attitude and readiness ( > .05), and perception ( > .05).
Overall, the study revealed that all the health professionals in Oman, irrespective of the profession, disclosed a favourable attitude, a high state of readiness, and a positive perception toward interprofessional education and practice. Furthermore, all the health professionals considered teamwork and collaboration to be essential for better quality care and practice.
通过跨专业教育进行互动学习可增强协作实践。本研究旨在确定阿曼本科卫生专业学生对跨专业教育和实践的态度、认知以及准备情况。
共有327名来自不同卫生领域的阿曼本科生参与了这项横断面研究。通过在线调查，使用两种先前经过验证且可靠的工具收集数据：1）修订后的跨专业临床教育学生认知量表（SPICE-R2）和2）修改后的跨专业教育准备度量表。使用描述性和推断性统计方法对数据进行分析。
学生对跨专业教育的态度和准备情况的总体平均分为56.77（标准差 = 5.51）。学生对跨专业教育的认知总体平均分为41.42（标准差 = 4.56）。药学专业学生的总体平均态度和准备得分以及认知得分高于其他专业学生；然而，在态度和准备得分（P >.05）以及认知得分（P >.05）方面未发现统计学上的显著差异。
总体而言，该研究表明阿曼所有卫生专业人员，无论其专业如何，对跨专业教育和实践都表现出积极的态度、高度的准备状态和积极的认知。此外，所有卫生专业人员都认为团队合作和协作对于提高护理和实践质量至关重要。
