Students’ Experiences while Attending Inter-Professional Education (IPE) Activities: A Qualitative Study
Keywords:
Inter-Professional Education, IPE, Health Science StudentsAbstract
This phenomenological qualitative study aimed to explore health science students’ experiences in attending inter-professional education (IPE) activities. Participants were 30 health science students from 3 institutions. They participated into an inter-professional education (IPE) program in academic year 2019. Data were collected by individual in-depth interviews and analyzed based on Giorgi,s phenomenological approach. Results of the study were as follows.
1. The most important knowledge from multidisciplinary work was the main knowledge of each professional. The 3 first important skills for working as a multidisciplinary team were teamwork, effective communication, and mutual acceptance of other opinions.
2. The most knowledge gained from participating in the inter-professional activities was about patient care planning, whereas the most developed skill during the program was teamwork.
3. The multidisciplinary work experience helped nursing students to be confident in being part of a multidisciplinary health professional team.
4. The feeling of participation in the activity were a sense of value in their profession and gain more understanding of multidisciplinary achievements.
5. The good things that students received from participating in the activities were opening one's own view for understanding each profession, acquiring additional knowledge from other professions, making new friends, and working together. Recommendations for improving the program were a longer period for the program, and job clarification before starting the program.
Therefore, education institutions should collaborate together for conducting more inter-professional education programs, so that students will be ready, confident, and have good attitudes towards multidisciplinary team work when graduated.
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