Components and Indicators of Readiness for Interprofessional Learning among Undergraduate Nursing Students
Keywords:
Interprofessional Learning, Components and Indicators, Undergraduate StudentsAbstract
This study aimed to determine components and indicators of readiness for interprofessional learning among undergraduate nursing students. Samples were 380 undergraduate students who were on their first semester in the 2019 Academic year in Surin Province. Participants were composed of: 1) nursing students from Boromarajonani College of Nursing in Surin, 2) public health students from Surindra Rajabhat University (faculty of science and technology), 3) engineering students from Surin campus of Rajamangala University (faculty of agriculture and technology), and 4) diploma students from Surin Vocational College. used in Instrument this study was the Thai-Readiness Questionnaire for Interprofessional Learning Scale (RIPLS). It was tested for reliability, yielding a Cronbach’s alpha coefficient value of .91. Readiness for interprofessional learning among undergraduate students had 2 components and 19 indicators. Benefits of interprofessional learning had 15 indicators. And barriers of interprofessional learning had 4 indicators. Data were analyzed using exploratory factor analysis with principle component analysis, and using orthogonal rotation by varimax method.
Results were found as follows; Readiness for interprofessional learning among undergraduate students had 2 components and 19 indicators including 1) benefits of interprofessional learning had 15 indicators and 2) barriers of interprofessional learning had 4 indicators
Suggestions from this study are that readiness for interprofessional learning among students should be determined prior to any interprofessional class. Thus, the benefits of interprofessional learning can be strengthened, and barriers of interprofessional can be reduced.
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