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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Effectiveness of Interprofessional Education on Improvement of Learning Outcomes among Undergraduate Nursing
Shimmaa Mansour Moustafa Mohamed1, Puvaneswari Kanagaraj1, Sudha Annasaheb Raddi1
1Department of Nursing, College of Applied Medical Sciences, University of Bisha, Bisha, Saudi Arabia.
Background:
In today's complex healthcare environment, nurses do not work in isolation. Successful patient outcomes depend on seamless collaboration among nurses, doctors, pharmacists, and other professionals. Interprofessional education (IPE) ensures that future nurses are equipped with the teamwork, communication, and decision-making skills necessary for delivering safe and effective patient care. Despite its recognized importance, studies reveal mixed results on the effectiveness of IPE, particularly among nursing students.
Objectives:
This meta-analysis aimed to evaluate the impact of IPE on key learning outcomes among undergraduate nursing students, focusing on teamwork, communication, self-efficacy, and professional attitudes, compared to traditional education methods.
Methods:
A systematic search was conducted across Scopus, Web of Science, PubMed, and PMC databases, yielding 1,665 studies. Following screening and eligibility assessment, 10 studies met the inclusion criteria. Data extraction focused on intervention type, sample size, and primary learning outcomes. Effect sizes were calculated using a random-effects model to account for variability. This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.
Results:
The pooled effect size (Cohen's d = 0.46, p < 0.001) indicated a moderate impact of IPE on learning outcomes, with simulation-based IPE showing the strongest effect (Cohen's d = 0.52). Subgroup analysis revealed that teamwork and communication outcomes exhibited the highest improvements. Moderate heterogeneity (I² = 45%) was observed across studies, likely due to variations in IPE interventions and settings.
Conclusions:
This meta-analysis supports the integration of structured simulation-based IPE in undergraduate nursing curricula to enhance essential teamwork, communication, and collaborative competencies. Nursing programs should prioritize experiential IPE methods to prepare students for interdisciplinary healthcare environments.
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