Describing the readiness for interprofessional education among university students attending healthcare programs: insights from a monocentric cross-sectional study
Keywords:
collaborative teamwork, health professions, interprofessional education, psychometric evaluation, readiness for interprofessional educationAbstract
Background and aim: Readiness for interprofessional education (IPE) was recognized by international authorities as a key approach for educating students attending healthcare programs. Thus far, there are no descriptions of readiness for IPE in the Albanian context. For this reason, this study aimed to describe readiness for IPE, assessed by measuring "teamwork and collaboration" and "positive professional identity, roles, and responsibilities" among students attending healthcare programs in an Italian-speaking university based in Albania, and describe the correlations between readiness for IPE and the characteristics of the respondents.
Methods: This study had a descriptive observational design, a cross-sectional data collection, and a convenience sampling procedure performed in a single centre. The study was accomplished between April 2020 and June 2021, involving 688 students, 38.2% of the entire population of students attending healthcare programs in the context of the investigation.
Results: The teamwork and collaboration mean score was 4.40 (standard deviation = 0.56), and no differences were found between programs (p-value=0.159). The positive professional identity, roles, and responsibilities mean score was 4.33 (standard deviation = 0.64) with no differences between programs (p-value=0.340). Females attending nursing or midwifery reported higher positive professional identity, roles, and responsibilities scores (p-value=0.020), and females in dentistry reported higher teamwork and collaboration scores than males (p-value=0.045).
Conclusions: Future research should evaluate readiness for IPE longitudinally to ascertain its trajectories over time and analyze any potential individual- or organizational-level variables that may impact IPE and sex-related differences regarding factors influencing IPE.
References
Choi J. Experience of development and management of interprofessional education courses: a case study of an IPE center CHA IPE Bridge. Korean J Med Educ. 2021 Jun;33(2):107–14. doi:10.3946/kjme.2021.192.
Lieneck C, Wang T, Gibbs D, Russian C, Ramamonjiarivelo Z, Ari A. interprofessional education and research in the health professions: a systematic review and supplementary topic modeling. Education Sciences. 2022 Nov 23;12(12):850. doi: 10.3390/educsci12120850.
van Diggele C, Roberts C, Burgess A, Mellis C. Interprofessional education: tips for design and implementation. BMC Med Educ. 2020 Dec 3;20(Suppl 2):455. doi:10.1186/s12909-020-02286-z .
Dunston R, Forman D, Thistlethwaite J, Steketee C, Rogers GD, Moran M. Repositioning interprofessional education from the margins to the centre of Australian health professional education - what is required? Aust Health Rev. 2019 Apr;43(2):224–9. doi: 10.1071/AH17081.
Thistlethwaite JE, Dunston R, Yassine T. The times are changing: workforce planning, new health-care models and the need for interprofessional education in Australia. J Interprof Care. 2019;33(4):361–8. doi: 10.1080/13561820.2019.1612333.
Wang J, Guo J, Wang Y, et al. Use of profession-role exchange in an interprofessional student team-based community health service-learning experience. BMC Med Educ. 2020 Jul 2;20(1):212. doi:10.1186/s12909-020-02127-z.
Samarasekera DD, Nyoni CN, Amaral E, Grant J. Challenges and opportunities in interprofessional education and practice. The Lancet. 2022 Oct;400(10362):1495–7. doi: 10.1016/S0140-6736(22)02086-4.
WHO. Framework for action on interprofessional education & collaborative practice [Internet]. 2010 [cited 2023 Sep 5]. https://www.who.int/publications-detail-redirect/framework-for-action-on-interprofessional-education-collaborative-practice (accessed 2023 Sep 5)
Dellafiore F, Caruso R, Conte G, Grugnetti AM, Bellani S, Arrigoni C. Individual-level determinants of interprofessional team collaboration in healthcare. J Interprof Care. 2019;33(6):762–7. doi:10.1080/13561820.2019.1594732.
Milutinović D, Lovrić R, Simin D. Interprofessional education and collaborative practice: Psychometric analysis of the Readiness for Interprofessional Learning Scale in undergraduate Serbian healthcare student context. Nurse Educ Today. 2018 Jun;65:74–80. doi: 10.1016/j.nedt.2018.03.002.
Brock D, Abu-Rish E, Chiu C-R, et al. Interprofessional education in team communication: working together to improve patient safety. BMJ Qual Saf. 2013 May;22(5):414–23. doi:10.1136/bmjqs-2012-000952.
Eddy K, Jordan Z, Stephenson M. Health professionals’ experience of teamwork education in acute hospital settings: a systematic review of qualitative literature. JBI Database System Rev Implement Rep. 2016 Apr;14(4):96–137. doi: 10.11124/JBISRIR-2016-1843.
McFadyen AK, Webster V, Strachan K, Figgins E, Brown H, McKechnie J. The Readiness for Interprofessional Learning Scale: a possible more stable sub-scale model for the original version of RIPLS. J Interprof Care. 2005 Dec;19(6):595–603. doi: 10.1080/13561820500430157.
Thannhauser J, Russell-Mayhew S, Scott C. Measures of interprofessional education and collaboration. J Interprof Care. 2010 Jul;24(4):336–49. doi: 10.3109/13561820903442903.
Spada F, Caruso R, De Maria M, et al. Italian translation and validation of the Readiness for Interprofessional Learning Scale (RIPLS) in an undergraduate healthcare student context. Healthcare (Basel). 2022 Sep 5;10(9):1698. doi: 10.3390/healthcare10091698.
Peduzzi M, Norman I, Coster S, Meireles E. Cross-cultural adaptation of the Readiness for Interprofessional Learning Scale in Brazil. Rev Esc Enferm USP. 2015 Dec;49 Spec No:7–15. doi: 10.1590/S0080-623420150000800002.
Li Z, Sun Y, Zhang Y. Adaptation and reliability of the readiness for inter professional learning scale (RIPLS) in the Chinese health care students setting. BMC Med Educ. 2018 Dec;18(1):309. doi:10.1186/s12909-018-1423-8.
Cloutier J, Lafrance J, Michallet B, Marcoux L, Cloutier F. French translation and validation of the Readiness for Interprofessional Learning Scale (RIPLS) in a Canadian undergraduate healthcare student context. J Interprof Care. 2015 Mar;29(2):150–5. doi: 10.3109/13561820.2014.942837.
Mahler C, Giesler M, Stock C, et al. Confirmatory factor analysis of the German Readiness for Interprofessional Learning Scale (RIPLS-D). J Interprof Care. 2016 May;30(3):381–4. doi: 10.3109/13561820.2016.1147023.
Oishi A, Haruta J, Yoshimi K, Goto M, Yoshida K, Yoshimoto H. Cross-cultural adaptation of the professional version of the Readiness for Interprofessional Learning Scale (RIPLS) in Japanese. Journal of Interprofessional Care. 2017 Jan 2;31(1):85–90. doi: 10.1080/13561820.2016.1248814.
Lauffs M, Ponzer S, Saboonchi F, Lonka K, Hylin U, Mattiasson A-C. Cross-cultural adaptation of the Swedish version of Readiness for Interprofessional Learning Scale (RIPLS). Med Educ. 2008 Apr;42(4):405–11. doi: 10.1111/j.1365-2923.2008.03017.x.
Ergönül E, Başkurt F, Demiral Y, et al. Reliability and validity of the readiness for interprofessional learning scale (RIPLS) in Turkish speaking health care students. Acta Medica Mediterranea. 2018 Apr 26;(3):797–803. doi: 10.19193/0393-6384_2018_3_122.
Cobianchi L, Dal Mas F, Massaro M, et al. Team dynamics in emergency surgery teams: results from a first international survey. World J Emerg Surg. 2021 Sep 16;16(1):47. doi: 10.1186/s13017-021-00389-6.
Daniel WW, Cross CL. Biostatistics: a foundation for analysis in the health sciences. Eleventh edition. Hoboken, NJ: Wiley; 2019. 695 p.
Talwalkar JS, Fahs DB, Kayingo G, Wong R, Jeon S, Honan L. Readiness for interprofessional learning among healthcare professional students. Int J Med Educ. 2016 May 12;7:144–8. doi: 10.5116/ijme.570d.7bd8.
Coster S, Norman I, Murrells T, et al. Interprofessional attitudes amongst undergraduate students in the health professions: A longitudinal questionnaire survey. International Journal of Nursing Studies. 2008 Nov;45(11):1667–81. doi: 10.1016/j.ijnurstu.2008.02.008
Schmitt MH, Gilbert JHV, Brandt BF, Weinstein RS. The coming of age for interprofessional education and practice. The American Journal of Medicine. 2013 Apr;126(4):284–8. doi: 10.1016/j.amjmed.2012.10.015.
Aston SJ, Rheault W, Arenson C, et al. Interprofessional education: a review and analysis of programs from three academic health centers. Acad Med. 2012 Jul;87(7):949–55. doi: 10.1097/ACM.0b013e3182583374.
Caruso R, Magon A, Dellafiore F, et al. Italian version of the assessment of interprofessional team collaboration scale II (I-AITCS II): A multiphase study of validity and reliability amongst healthcare providers. Med Lav. 2018;109(4):316–24. doi: 10.23749/mdl.v109i4.7101.
Treve M. What COVID-19 has introduced into education: challenges Facing Higher Education Institutions (HEIs). Higher Education Pedagogies. 2021 Jan 1;6(1):212–27. doi: 10.1080/23752696.2021.1951616.
Biagioli V, Albanesi B, Belloni S, Piredda A, Caruso R. Living with cancer in the COVID-19 pandemic: An Italian survey on self-isolation at home. Eur J Cancer Care. 2021 Mar;30(2):e13385. doi: 10.1111/ecc.13385.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Florian Spada, Rosario Caruso, Ippolito Notarnicola, Maddalena De Maria, Blerina Duka, Alta Arapi, Emanuela Prendi, Gennaro Rocco
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Transfer of Copyright and Permission to Reproduce Parts of Published Papers.
Authors retain the copyright for their published work. No formal permission will be required to reproduce parts (tables or illustrations) of published papers, provided the source is quoted appropriately and reproduction has no commercial intent. Reproductions with commercial intent will require written permission and payment of royalties.
How to Cite
