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Area of Science:

  • Nursing Education
  • Interprofessional Collaboration
  • Psychology

Background:

  • Research indicates a need for more studies on personality's role in students' readiness for interprofessional collaboration.
  • Nursing students often express uncertainty regarding their roles within interprofessional teams.

Purpose of the Study:

  • To investigate the relationship between nursing students' readiness for interprofessional learning and their personality traits.
  • To examine how biological sex and prior healthcare work experience influence these associations.

Main Methods:

  • A cross-sectional questionnaire study involving 284 undergraduate nursing students.
  • Participants completed the Readiness for Interprofessional Learning Scale and the Five Factor Inventory-3.
  • Data were analyzed using descriptive statistics, t-tests, correlations, and linear regressions.

Main Results:

  • Extraversion, Openness to experience, Agreeableness, and Conscientiousness were associated with readiness for interprofessional learning.
  • Third-year students demonstrated greater readiness in specific areas compared to first-year students.
  • Female students reported higher readiness for teamwork and collaboration than male students.

Conclusions:

  • Personality traits, particularly being outgoing, open-minded, agreeable, and conscientious, positively correlate with readiness for interprofessional learning.
  • Personality significantly influences nursing students' preparedness for collaborative healthcare settings.