Pınar Kara1, Seda Karaçay Yıkar2, Zehra Çerçer3, İpek Köse Tosunöz4, Sevban Arslan5, Evşen Nazik2. 1. Nursing Department, Department of Obstetrics and Gynecology Nursing, Niğde Ömer Halisdemir University, Zübeyde Hanım Faculty of Health Sciences, Niğde 51200, Central, Turkey. Electronic address: pkara@ohu.edu.tr. 2. Nursing Department, Department of Obstetrics and Gynecology Nursing, Çukurova University Faculty of Health Sciences, Adana 01330, Sarıçam, Turkey. 3. Midwifery Department, Gaziantep Islam Science and Technology University, Gaziantep 27470, Turkey. 4. Nursing Department, Department of Nursing Principles, Hatay Mustafa Kemal University Faculty of Health Sciences, Hatay 31060, Alahan, Turkey. 5. Nursing Department, Department of Surgical Nursing, Çukurova University Faculty of Health Sciences, Adana 01330, Sarıçam, Turkey.
Abstract
BACKGROUND: Interprofessional education (IPE) is a concept focusing on the improvement of a good teamwork environment bringing professionals from diffferent professions together to obtain high-quality health care and improve health outcomes. Determining health discipline students' IPE perceptions and readiness is important to develop, implement and maintain effective IPE programs. OBJECTIVES: This study aims to determine perception and readiness for interprofessional education of health discipline students. DESIGN: This study utilized a descriptive and cross-sectional design. SETTINGS: A public university in Turkey. The study was conducted with students enrolled in Faculty of Health Sciences, Medical Faculty, Faculty of Dentistry, or Vocational School of Health Services. PARTICIPANTS: The participants included 646 health discipline students who were enrolled in nursing, midwifery, medical, dentistry, medical imaging technology, first and emergency aid, and elderly care departments. METHODS: Data were collected through the "Data Collection Form", the "Interdisciplinary Education Perception Scale (IEPS-TR)" and the "Readiness for Inter-professional Learning Scale (RIPLS)". RESULTS: The participants' IEPS-TR and RIPLS total mean scores were found 65.81 ± 19.86 and 67.90 ± 13.53, respectively. The IEPS-TR and RIPLS mean scores and the variables such as choosing the department willingly and being satisfied with the department indicated a statistically significant correlation (p < 0.05). In addition, RIPLS mean scores and the variables such as age, and willingness to take classes with other healthcare students indicated a statistically significant correlation (p < 0.05). However, no statistically significant correlation was found between the IEPS-TR and RIPLS total mean scores and department-related variables (p > 0.05). The participants' IEPS-TR and RIPLS mean scores demonstrated a positive and significant relationship (r = 0.314, p < 0.001). CONCLUSIONS: This study showed that health discipline students had a high level of perception of interdisciplinary education and were ready for interprofessional education. The study also demonstrated that students' perception of interdisciplinary education increased with the increase in their readiness for this education.
BACKGROUND: Interprofessional education (IPE) is a concept focusing on the improvement of a good teamwork environment bringing professionals from diffferent professions together to obtain high-quality health care and improve health outcomes. Determining health discipline students' IPE perceptions and readiness is important to develop, implement and maintain effective IPE programs. OBJECTIVES: This study aims to determine perception and readiness for interprofessional education of health discipline students. DESIGN: This study utilized a descriptive and cross-sectional design. SETTINGS: A public university in Turkey. The study was conducted with students enrolled in Faculty of Health Sciences, Medical Faculty, Faculty of Dentistry, or Vocational School of Health Services. PARTICIPANTS: The participants included 646 health discipline students who were enrolled in nursing, midwifery, medical, dentistry, medical imaging technology, first and emergency aid, and elderly care departments. METHODS: Data were collected through the "Data Collection Form", the "Interdisciplinary Education Perception Scale (IEPS-TR)" and the "Readiness for Inter-professional Learning Scale (RIPLS)". RESULTS: The participants' IEPS-TR and RIPLS total mean scores were found 65.81 ± 19.86 and 67.90 ± 13.53, respectively. The IEPS-TR and RIPLS mean scores and the variables such as choosing the department willingly and being satisfied with the department indicated a statistically significant correlation (p < 0.05). In addition, RIPLS mean scores and the variables such as age, and willingness to take classes with other healthcare students indicated a statistically significant correlation (p < 0.05). However, no statistically significant correlation was found between the IEPS-TR and RIPLS total mean scores and department-related variables (p > 0.05). The participants' IEPS-TR and RIPLS mean scores demonstrated a positive and significant relationship (r = 0.314, p < 0.001). CONCLUSIONS: This study showed that health discipline students had a high level of perception of interdisciplinary education and were ready for interprofessional education. The study also demonstrated that students' perception of interdisciplinary education increased with the increase in their readiness for this education.