The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea

Abstract

Purpose 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. Participants and Methods 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, χ 2 test, and independent sample t -test. Results 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. Conclusion 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.

Future physicians’ behavioral intentions towards collaborative practice - a qualitative study on polish final-year medical students guided by the theory of planned behavior

“…For our respondents, one of the advantages of interprofessional collaboration was better patient care as a result of it, including its improved comprehensiveness and quality of services, increased patient safety and satisfaction, and reduced number of errors. These students' observations seem coherent with many studies showing enhanced patient outcomes due to interprofessional collaborative practice and its importance for a safer and more patientcentered care delivery [6][7][8][9]31]. Also, the World Health Organization, in its definition of collaborative practice, recognizes as its main objective the delivery of the highest quality of care [1].…”

“…As it was neatly summarized by Herrmann et al [5] in their paper, "the needs of patients are interprofessional, and, thus, improving health care calls for interprofessional efforts. " Therefore, the collaboration between different healthcare professions seems essential for providing high-quality care for patients [6]. Its benefits and positive patient outcomes are also recognized by healthcare providers and constitute a strong motivational factor for the enhancement of interprofessional collaboration based on mutual respect and effective communication in the healthcare team [4,6].…”

“…Meanwhile, many benefits for patients resulting from the collaboration have already been described in the literature. It has been shown, among others, to improve patient outcomes, safety and satisfaction, decrease the length of hospitalization, reduce medical errors, as well as increase the quality of care [1,[6][7][8][9]. For instance, in a prospective, randomized trial by Rich et al [10], a multidisciplinary intervention was shown to improve the quality of life of elderly patients with congestive heart failure as well as reduce hospital use and medical costs.…”

“…However, not only patients can benefit from interprofessional collaboration. Its positive effects are also felt by healthcare professionals contributing, among others, to increased workplace satisfaction [6]. It also allows for optimizing the use of medical staff, increasing the access to healthcare services for the population [12], which may be of particular importance, especially in countries with a limited number of practitioners like Poland.…”

Is Interprofessional Learning Only Meant for Professions Within Healthcare? - A Qualitative Analysis of Associations with the Term Interprofessional Collaborative Learning Among Professional Students

“… 30 In a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPL, the students in both schools almost equally indicated the need for IPL and practice-based IPL in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. 31 Nursing students scored significantly higher on the positive professional identity subscale of the Readiness for Interprofessional Learning Scale (RIPLS), whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales. However, these studies were conducted among healthcare professionals.…”