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Developing pre-qualification inter-professional education for nursing and medical students: sampling student
Sue Morison1, Mairead Boohan, Marianne Moutray
1Lecturer in Education, School of Dentistry, Royal Victoria Hospital, Belfast, UK; Formerly Research Fellow, School of Nursing and Midwifery, Queen's University, Belfast, UK.
Nurse Education in Practice
|November 29, 2008
Summary
This study explored challenges in implementing inter-professional education (IPE) for nursing and medical students. Findings highlight the need to balance IPE with professional role development and consider factors like class size for successful program planning.
Area of Science:
- Health Professions Education
- Medical Education
- Nursing Education
Background:
- Teamwork and collaboration are key goals in health and social care education.
- Inter-professional education (IPE) is the primary method for achieving these collaborative skills.
- Debate exists regarding optimal strategies for IPE implementation, including location and delivery methods.
Purpose of the Study:
- To anticipate challenges in implementing a pre-qualification IPE program for nursing and medical students.
- To identify strategies for maximizing the success of IPE initiatives.
- To explore student perceptions of inter-professional learning within a pediatric module.
Main Methods:
- An exploratory study using a modified Readiness for Inter-professional Learning Scale (RIPLS).
- Inclusion of additional open-ended questions to gather qualitative data.
- Convenient, purposeful sampling of 20 medical and 10 nursing students.
Main Results:
- Both medical and nursing students valued learning teamwork skills.
- Medical students viewed IPE primarily as a way to understand team dynamics and professional roles.
- Students perceived IPE negatively if it hindered their specific professional learning, emphasizing the importance of their own role development.
Conclusions:
- Small-scale exploratory studies can effectively guide IPE program planning.
- Qualitative data provides deeper insights into student experiences and perceptions of IPE.
- Factors such as class size, learning stage, and relevant subject matter are crucial for effective IPE design.
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