Differences between Perceived Readiness for Interprofessional Learning in Nursing and Other Health-related Students / 한국간호교육학회지
Journal of Korean Academic Society of Nursing Education
;
: 312-320, 2019.
Artículo
en Coreano
| WPRIM
| ID: wpr-764591
ABSTRACT
PURPOSE:
The purpose of this study was to investigate the level of perceived readiness for interprofessional learning and its differences between nursing and other health-related students. MethodsMETHODS:
A web-based survey was conducted from April 25 to June 30, 2017 in one university in Korea. A total of 325 undergraduate nursing students and other health-related disciplines completed the structured questionnaire consisting of Readiness for Interprofessional Learning Scale and general characteristics. Data were analyzed by descriptive statistics, t-test, ANOVA, and multiple linear regression.RESULTS:
The scores of readiness for interprofessional learning in nursing students were significantly higher than those in other health-related students (t=3.50, p=.001). Nursing students had higher collaboration, professional identity, and roles and responsibilities than other health-related students. The class experiences with other major students was a significant factor related to the readiness for interprofessional learning both in nursing (p=.001) and other health-related students (p=.001).CONCLUSION:
The findings suggest that nursing educators consider the different level of readiness for interprofessional learning between nursing and other health-related students while integrating interprofessional education into nursing education curricula.
Texto completo:
Disponible
Índice:
WPRIM (Pacífico Occidental)
Asunto principal:
Estudiantes de Enfermería
/
Modelos Lineales
/
Enfermería
/
Conducta Cooperativa
/
Curriculum
/
Educación
/
Educación en Enfermería
/
Relaciones Interprofesionales
/
Corea (Geográfico)
/
Aprendizaje
Tipo de estudio:
Estudio pronóstico
/
Investigación cualitativa
Límite:
Humanos
País/Región como asunto:
Asia
Idioma:
Coreano
Revista:
Journal of Korean Academic Society of Nursing Education
Año:
2019
Tipo del documento:
Artículo
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