Health Commun.  2021 Dec;16(2):103-109. 10.15715/kjhcom.2021.16.2.103.

Difference of Perceived Readiness for Interprofessional Learning among Medical and Nursing Students after Simulation-based Interprofessional Education

• Kim YJ
• Kim CW

• KMID: 2526422
• DOI: http://doi.org/10.15715/kjhcom.2021.16.2.103

Abstract

Background
The purpose of this study was to investigate the differences of readiness for interporfessional learning before and after applying a simulation-based interprofessional education (sim-IPE) program among medical and nursing students.
Methods
This study used one-group pretest-posttest design. A sim-IPE program was implemented for 94 medical and 41 nursing students during half a day. The program was consisted of team building games, simulation, board games, and case discussion. The readiness for interprofessional learning scale (RIPLS) which is a 5-point Likert type and has four domains was used to assess students’ perceptions pre- and post-IPE program. Also, students were requested to write three words that immediately came to mind when they saw a word of ‘teamwork’. Data were analyzed by frequency, mean and standard deviation, paired t-test, and Cronbach’s alpha.
Results
A total scores of RIPLS significantly increased from 78.3 to 86.7 points after implementing a simulation-based IPE program (t=-14.80, p<.001). Among the most submitted words by students, a ranking of ‘communication’ has risen from fifth pre-IPE to second post-IPE.
Conclusions
Based on the results form our study, a simulation-based IPE program provides a very valuable educational opportunity for students to increase positive attitude to interprofessional learning. A variety of IPE programs should be developed and incorporated in all healthcare professional curriculums.

Keyword

Interprofessional collaboration; Interprofessional education; Simulation