A study of Readiness for Interprofessional Learning Among Nursing student and Medical Students of Praboromarajchanok Institute
Keywords:
Readiness, Interprofessional Learning, Nursing students, Medical studentsAbstract
Background: Interprofessional Learning (IPL) promotes collaboration among different healthcare professionals. Yet, there is limited research exploring factors influencing IPL readiness among students from various disciplines.
Methods: This descriptive cross-sectional study compared levels of readiness for IPL among nursing students (n=180) and medical students (n=96) of Praboromarajchanok Institute (PBRI). We used the Readiness for Interprofessional Learning Scale (RIPLS) to assess IPL readiness. The questionnaire had a Cronbach’s Alpha coefficients of 0.909. Descriptive statistics were used to describe the findings and Independent t-tests were utilized to compare means of readiness for IPL among groups.
Findings: A majority of participants were female (81.4%) and had never experienced IPL before (60.5 %). Overall, the mean score for IPL readiness was high (M=72.26, SD = 5.20). Female respondents had higher mean scores than males (M=72.56, SD = 5.75; M=70.90, SD =6.47; responsively). Medical students had higher level of readiness for IPL than nursing students (M = 72.73, SD = 5.18; M=71.61, SD =5.90; respectively). Students with previous IPL experience had higher mean scores than those without experience (M=73.28, SD = 5.81; M=71.61, SD = 5.90; respectively). None of these differences were statistically significant.
Conclusions: The study found high levels of IPL readiness among participants. However, participants’ gender, academic discipline, and prior IPL experience did not cause significant variations in IPL readiness. Further research could explore additional variables and longitudinal impacts on IPL readiness.
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