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Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A

Marit Hegg Reime1, Morten Aarflot2, Fred-Ivan Kvam1

  • 1Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway.

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|July 28, 2022
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Summary

Norwegian health-care students showed increased readiness for interprofessional learning (IPL) after simulation training. The Readiness for Interprofessional Learning Scale (RIPLS) effectively measured these attitude shifts.

Keywords:
RIPLSinterprofessional educationpretest-posttest studysimulation

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Area of Science:

  • Medical Education
  • Interprofessional Healthcare Training
  • Simulation-Based Learning

Background:

  • Interprofessional learning (IPL) is crucial for effective healthcare delivery.
  • Assessing student readiness for IPL is vital for curriculum development.
  • Simulation-based training offers a practical environment for interprofessional collaboration.

Purpose of the Study:

  • To evaluate the readiness for interprofessional learning (IPL) among Norwegian health-care students.
  • To assess changes in IPL readiness before and after a simulation-based training course.
  • To determine the effectiveness of the Readiness for Interprofessional Learning Scale (RIPLS) in measuring attitude shifts.

Main Methods:

  • A pretest-posttest design was employed.
  • The Readiness for Interprofessional Learning Scale (RIPLS) was administered to nursing and medical students.
  • Participants included bachelor nursing students (n=123), postgraduate nursing students (n=61), and medical students (n=78).

Main Results:

  • Bachelor and postgraduate nursing students demonstrated significant posttest score increases across all RIPLS subscales.
  • Medical students showed varied changes in specific subscales related to teamwork, professional identity, and role perception.
  • The RIPLS demonstrated acceptable internal consistency, with minor exceptions in the 'roles and responsibilities' subscale.

Conclusions:

  • The study confirms a readiness for interprofessional learning among the surveyed Norwegian health-care students.
  • Simulation-based training positively influenced students' attitudes towards interprofessional collaboration.
  • The RIPLS is a valuable tool for assessing changes in interprofessional learning readiness within and between different health professions.