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.
Article
Dans Coréen
| 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.
Texte intégral:
Disponible
Indice:
WPRIM (Pacifique occidental)
Sujet Principal:
Élève infirmier
/
Modèles linéaires
/
Soins
/
Comportement coopératif
/
Programme d'études
/
Éducation
/
Enseignement infirmier
/
Relations interprofessionnelles
/
Corée
/
Apprentissage
Type d'étude:
Étude pronostique
/
Recherche qualitative
Limites du sujet:
Humains
Pays comme sujet:
Asie
langue:
Coréen
Texte intégral:
Journal of Korean Academic Society of Nursing Education
Année:
2019
Type:
Article
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