Malin Axelsson1, Jenny Jakobsson2, Elisabeth Carlson3. 1. Faculty of Health and Society, Department of Caring Science, Malmö University, Malmö, Sweden. Electronic address: malin.axelsson@mau.se. 2. Faculty of Health and Society, Department of Caring Science, Malmö University, Malmö, Sweden. Electronic address: jenny.jakobsson@mau.se. 3. Faculty of Health and Society, Department of Caring Science, Malmö University, Malmö, Sweden. Electronic address: elisabeth.carlson@mau.se.
Abstract
BACKGROUND: It has been argued that the significance of personality in relation to students' readiness for interprofessional collaboration is an area where more research is needed. Nursing students in particular seem to be unsure about their role in the interprofessional team. OBJECTIVE: To explore associations between nursing students' readiness for interprofessional learning and personality traits with regard to biological sex, and previous work experience from health care. DESIGN: A cross-sectional questionnaire study. SETTING: Nursing students in year one and three enrolled in a three-year undergraduate bachelor in nursing programme. PARTICIPANTS: Nursing students (n = 284) in semester two and six. METHODS: The participants completed the Readiness for Interprofessional Learning Scale and the Neuroticism, Extraversion, and Openness to experience Five Factor Inventory-3. The data were statistically analyzed by descriptive statistics, t-tests, correlations and linear regressions. RESULTS: Four of the five investigated personality traits - Extraversion, Openness to experiences, Agreeableness and Conscientiousness - were associated with nursing students' readiness for interprofessional learning. Moreover, nursing students in semester six were more ready for interprofessional learning regarding Negative professional identity and Roles and responsibilities than students in semester two. Female students were more ready for Teamwork and collaboration than male students. CONCLUSIONS: Nursing students being more outgoing, open-minded, agreeable or conscientious seem to be more ready for interprofessional learning. Consequently, personality is of significance for nursing students' readiness for interprofessional learning.
BACKGROUND: It has been argued that the significance of personality in relation to students' readiness for interprofessional collaboration is an area where more research is needed. Nursing students in particular seem to be unsure about their role in the interprofessional team. OBJECTIVE: To explore associations between nursing students' readiness for interprofessional learning and personality traits with regard to biological sex, and previous work experience from health care. DESIGN: A cross-sectional questionnaire study. SETTING: Nursing students in year one and three enrolled in a three-year undergraduate bachelor in nursing programme. PARTICIPANTS: Nursing students (n = 284) in semester two and six. METHODS: The participants completed the Readiness for Interprofessional Learning Scale and the Neuroticism, Extraversion, and Openness to experience Five Factor Inventory-3. The data were statistically analyzed by descriptive statistics, t-tests, correlations and linear regressions. RESULTS: Four of the five investigated personality traits - Extraversion, Openness to experiences, Agreeableness and Conscientiousness - were associated with nursing students' readiness for interprofessional learning. Moreover, nursing students in semester six were more ready for interprofessional learning regarding Negative professional identity and Roles and responsibilities than students in semester two. Female students were more ready for Teamwork and collaboration than male students. CONCLUSIONS: Nursing students being more outgoing, open-minded, agreeable or conscientious seem to be more ready for interprofessional learning. Consequently, personality is of significance for nursing students' readiness for interprofessional learning.