Related Experiment Video
Updated: May 20, 2026
13:44
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Evaluating Interprofessional Education Competencies in Nursing and Pharmacy Students During an Interprofessional
Hailah Almoghirah1, Rana Aljadeed1, Khulud Khalid Almutairi2
1Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia.
Advances in Medical Education and Practice
|May 19, 2026
Summary
A structured interprofessional problem-based learning (PBL) activity improved nursing and pharmacy students' teamwork and attitudes. However, challenges like persistent bias and knowledge decay indicate a need for ongoing, integrated interprofessional education (IPE).
Area of Science:
- Healthcare professions education
- Interprofessional collaboration
- Medical simulation
Background:
- Interprofessional education (IPE) is crucial for effective healthcare teamwork.
- Empirical data on IPE outcomes for nursing and pharmacy students in Saudi Arabia is scarce.
Purpose of the Study:
- To assess a structured interprofessional problem-based learning (PBL) activity's impact on nursing and pharmacy students.
- Evaluate changes in interprofessional attitudes, teamwork behaviors, and knowledge.
- Explore students' reflections on the interprofessional learning experience.
Main Methods:
- A quasi-experimental study involving 201 intermediate-level nursing and pharmacy students at King Saud University.
- A one-hour interprofessional PBL session focused on a shared clinical case.
- Assessments included the Interprofessional Attitudes Scale (IPAS), Individual Teamwork Observation and Feedback Tool (iTOFT), knowledge tests, and reflective evaluations.
Main Results:
- Students demonstrated positive interprofessional attitudes and effective teamwork behaviors.
- Reflections highlighted improved communication, role understanding, and teamwork, alongside challenges in logistics and timing.
- Knowledge scores were high initially but declined modestly over three months, with improved understanding of professional roles.
Conclusions:
- A single interprofessional PBL activity can enhance attitudes, teamwork, and role understanding.
- Persistent biases and knowledge decay necessitate longitudinal, integrated IPE programs involving multiple health professions.
- Findings support enhancing IPE in health curricula for better collaborative, patient-centered care.
Related Concept Videos
01:15Nursing Evaluation
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Section...
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
01:22The Professional Nurse
Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
Communication skills: These are critical characteristics, especially speaking and listening.
01:27Peripheral Artery Disease III: Interprofessional Care
Peripheral Artery Disease (PAD) is characterized by narrowed arteries that diminish blood flow to the extremities. Effective management of PAD requires an interprofessional approach involving various healthcare professionals. The critical aspects of interprofessional care for PAD patients focus on risk factor modification, drug therapy, exercise therapy, nutrition therapy, critical limb ischemia care, and interventional radiology and surgical procedures.The primary treatment goal for PAD...
01:20Acute Kidney Injury V: Interprofessional Care
Acute Kidney Injury (AKI) requires a collaborative healthcare approach to restore renal function and prevent complications. Essential management strategies involve monitoring fluid and electrolyte balance, adjusting medications, initiating dialysis when necessary, and providing nutritional support.Fluid and Electrolyte ManagementFluid Monitoring: Regularly monitoring body weight, central venous pressure, and urine output helps detect fluid imbalances early. Patient intake and output are...
01:21Methods of Documentation III: PIE
Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations: