Dataset Information

Attitude towards and Readiness for Interprofessional Education in Medical and Nursing Students of Bern.

ABSTRACT: Objectives: Interprofessional collaboration is becoming increasingly important in health care for various reasons. Interprofessional Education (IPE) can provide a basis for this. The aim of our study was to find out how medical (MS) and nursing students (NS) think about their own and other professions, what they know about each other, how strong their willingness to embrace IPE is, and what forms of IPE they deem useful. Methodology: Seven IPE experts rated the two measuring instruments, Readiness for Interprofessional Learning Scale RIPLS, and Interdisciplinary Education Perception Scale IEPS in terms of relevance of the items, and the quality of translation into German. Nine RIPLS items and 13 IEPS items were considered content-valid. All MS of the University of Bern and NS of the two Bernese educational institutions for nursing were invited to the online survey in the fall of 2014 by email. Results: 498 (254 MS, 244 NS) of the 2374 invited students completely filled in the questionnaire (21%). The results of the reduced RIPLS allowed no conclusive statements. When assessing their own occupational group in the IEPS, the MS attributed "competence and autonomy" to themselves significantly more frequently, while to the NS, the same was true for the item, "actual cooperation". MS know significantly less about the training of other health professionals. NS show a significantly higher willingness to embrace IPE. Teaching ethics, communication, team training, and clinical skills are deemed suitable for IPE by both groups. From the comments it appears that in both groups a majority welcomes IPE; however, the various arguments had different prevalence in both groups. Both groups fear that IPE leads to heightened stress during the study. A subgroup of MS fears a lowering of academic level. Conclusion: The results of this survey of Bernese MS and NS concerning IPE provide important information for the planning and implementation of IPE. Important steps in the introduction of IPE will be a clear justification and the definition of its objectives. These must be explicitly communicated to all students.

SUBMITTER: Woermann U

PROVIDER: S-EPMC5135421 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Attitude towards and Readiness for Interprofessional Education in Medical and Nursing Students of Bern.

Woermann Ulrich U Weltsch Lena L Kunz Alexandra A Stricker Daniel D Guttormsen Sissel S

GMS journal for medical education 20161115 5

<b>Objectives:</b> Interprofessional collaboration is becoming increasingly important in health care for various reasons. Interprofessional Education (IPE) can provide a basis for this. The aim of our study was to find out how medical (MS) and nursing students (NS) think about their own and other professions, what they know about each other, how strong their willingness to embrace IPE is, and what forms of IPE they deem useful. <b>Methodology:</b> Seven IPE experts rated the two measuring instru ...[more]

PMID: 27990469

Similar Datasets

Project description:The aim of the course "interprofessional communication and nursing" is to reflect medical students' experiences from the nursing internship. The content of the course focuses on barriers and support of interprofessional communication as a foundation for teamwork between nursing professionals and physicians. The nursing internship is for most medical students the first contact with nursing professionals and can lead to perceptions about the other group that might hinder interprofessional teamwork and consequently harm patients. To meet the demographic challenges ahead it is important to emphasize interprofessional education in the study of medicine and better prepare future physicians for interprofessional collaboration.The design of the course includes an assessment of a change in the students' perceptions about nursing and interprofessional communication. The first class meeting presents the starting point of the assessment and visualizes students' perceptions of nursing and medicine. The content of the following class meetings serve to enhance the students' knowledge about nursing as a profession with its own theories, science and scholarship. In addition, all students have to write a research paper that entails to interview one nursing professional and one physician about their ideas of interprofessional communication and to compare the interviews with their own experiences from the nursing internship. To access what students learned during the course a reflective discussion takes place at the last meeting combined with an analysis of the students' research papers.The assessment of the students' perceptions about the nursing profession and the importance of successful interprofessional communication showed a new and deeper understanding of the topic. They were able to identify barriers and support measures of interprofessional communication and their own responsibilities as part of a team.Interprofessional education is an important part of medical education and should be a topic from the beginning. The assessment of the course shows that it is possible and important to integrate the topic early in the curriculum.

Project description:Simulation and Objective Structured Clinical Examination assessment of learners can teach clinical skills proficiency in a safe environment without risk to patients. Interprofessional simulation-based education (IPSE) contributes to a transformation in students' understanding of teamwork and professional roles. Long term outcomes for stimulation and IPSE sessions, are less well studied. We hypothesized that a progressive interprofessional education simulation program incorporating both faculty and interprofessional student collaboration would improve medical students' knowledge retention, comfort with procedural skills, positive teamwork and respectful interaction between students.An Obstetrics and Gynecology IPSE for medical and nursing students (NS) was developed in collaboration between a school of medicine and a school of nursing from 2014 to 2017. By 2017, content includedFrom 2014 to 2016, medical students completed attitude, knowledge, and perception surveys both pre and immediately post simulation, at 4 months, and 8 months. In 2017; all students completed self-assessments and received faculty-assessments.The program trained 443 medical and 136 NS. Medical students' knowledge, comfort, and interest increased significantly post simulation. Outcome scores decreased but were still significantly improved at 4 months but nearly dissipated by 8 months. There were no significant differences between medical and NS self-assessment or faculty-assessment scores regarding IUD insertion, cervical examination, or contraception quiz scores. Medical students' birth simulation self-assessment versus faculty-assessment scores were 8.6 vs 8.9, P < .001.Simulation improved students' short-term medical knowledge, comfort, and perception with some long-term persistence at 4-8 months. Medical and NS learned obstetrics and gynecology skills in a collaborative environment and in role-specific situations. Medical students had the opportunity to learn from NS. Positive teamwork and respectful interaction occurred between the students.

Project description:ObjectiveTo investigate the attitude, willingness, and motivation of third-year undergraduate nursing students from a university of Chinese medicine toward Internet-based nursing services for the aged (IBNSA), providing a reference for its development and related nursing education.MethodsThis study was conducted from March to April 2019. Using a self-designed questionnaire, this cross-sectional study comprised 508 third-year undergraduate nursing students from a university of Chinese medicine. The questionnaire was divided into two parts. The first part contained the general information of nursing students. The second part investigated nursing students' attitudes, willingness, and motivation towards IBNSA (a total of seven questions).ResultsOf the 508 nursing students, 314 (61.81%) expressed support for the IBNSA, 44(8.66%) expressed disapproval. Regarding career choice, 279 (54.92%) were willing to choose IBNSA, 51 (10.04%) were unwilling. The top three motivations for choosing IBNSA as a nursing student career were increased income, high autonomy and flexibility, and good job prospects. On the contrary, the top three reasons not to choose this option were safety concerns, lack of time and energy, and unwillingness to undertake elderly care. Experience with community activities or a part-time job, experience with elderly care, willing to choose the nursing profession, willing to engage in nursing care after graduation, and willing to engage in nursing for elderly patients after graduation were significantly associated with the motivation of nursing students to participate in IBNSA (P < 0.05).ConclusionThe majority of nursing students have a positive attitude towards IBNSA and are willing to choose it as their future career. Nurses' and patients' safety guarantees and salary distribution were critical factors influencing their choice. Nursing schools should pay attention to the concerns of nursing students, constantly improve the management system of IBNSA, strengthen safety education, and provide professional knowledge and skills to improve the quality of personnel training.

Dataset Information

Attitude towards and Readiness for Interprofessional Education in Medical and Nursing Students of Bern.

Publications

Attitude towards and Readiness for Interprofessional Education in Medical and Nursing Students of Bern.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets