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
em Ko
| WPRIM
| ID: wpr-764591
Biblioteca responsável:
WPRO
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. Methods METHODS: 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.
Palavras-chave
Texto completo:
1
Índice:
WPRIM
Assunto principal:
Estudantes de Enfermagem
/
Modelos Lineares
/
Enfermagem
/
Comportamento Cooperativo
/
Currículo
/
Educação
/
Educação em Enfermagem
/
Relações Interprofissionais
/
Coreia (Geográfico)
/
Aprendizagem
Tipo de estudo:
Prognostic_studies
/
Qualitative_research
Limite:
Humans
País/Região como assunto:
Asia
Idioma:
Ko
Revista:
Journal of Korean Academic Society of Nursing Education
Ano de publicação:
2019
Tipo de documento:
Article