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Can a single brief intervention improve participants' readiness for interprofessional learning?
Alasdair Miller1, Sean Morton, Paula Sloan
1Nottingham University Hospitals NHS Trust, ITU, Queen's Medical Centre , Nottingham , UK .
Journal of Interprofessional Care
|June 28, 2013
Summary
A brief interprofessional learning (IPL) intervention improved medical and nursing students' attitudes toward collaborative healthcare. This simulation-based teamwork training enhanced student perceptions of IPL.
Area of Science:
- Medical Education
- Healthcare Simulation
- Interprofessional Collaboration
Background:
- Interprofessional learning (IPL) is crucial for preparing healthcare professionals for collaborative practice.
- Evaluating the impact of brief, simulation-based IPL interventions on student attitudes is essential for curriculum development.
Purpose of the Study:
- To determine if a single, brief interprofessional learning intervention can positively influence medical and nursing students' attitudes toward IPL.
- To assess the effectiveness of a low-fidelity simulation focused on teamwork in managing acutely ill patients.
Main Methods:
- A cohort of 3rd-year medical and nursing students participated in a low-fidelity simulation focusing on teamwork.
- Student attitudes towards interprofessional learning were measured using the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire before and after the intervention.
Main Results:
- Significant positive changes in student attitudes towards IPL were observed after the intervention.
- Nine out of nineteen questions on the RIPLS showed statistically significant differences in responses post-intervention, indicating improved attitudes.
Conclusions:
- A brief, simulation-based IPL intervention can significantly enhance medical and nursing students' attitudes toward interprofessional collaboration.
- The findings suggest that IPL is valued by students and effectively improves their immediate post-intervention attitudes towards collaborative practice.
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