Current Status and Future Direction of Interprofessional Education in Nursing Education
- Author:
Kon Hee KIM
1
;
Eunhee HWANG
;
Sujin SHIN
Author Information
1. Secretariat, Korean Accreditation Board of Nursing Education, Seoul, Korea.
- Publication Type:Brief Communication
- Keywords:
Interprofessional education;
Nursing;
Perception
- MeSH:
Cooperative Behavior;
Education;
Education, Nursing;
Humans;
Inservice Training;
Learning;
Negotiating;
Nursing;
Pharmacists;
Physical Therapists
- From:
Korean Medical Education Review
2017;19(1):18-24
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
This study examined the perception and readiness of nursing educators regarding interprofessional education (IPE), and discussed the validity and application of IPE in nursing. From December 2016 to January 2017, 239 nursing professors and nurses completed a structured questionnaire consisting of general characteristics, the Interdisciplinary Education Perception Scale, the Readiness for Interprofessional Learning Survey (RIPLS), and an IPE action plan. The collected data were analyzed by descriptive statistics and t-test using the IBM SPSS ver. 23.0 program (IBM Corp., Armonk, NY, USA). The analysis revealed that 91.6% of the participants had not experienced IPE, and only 11.7% knew about IPE. However, approximately 80.0% answered that IPE is necessary. The results of this study showed that the score of the perceived need for cooperation was higher in nurses than it was in professors, while the score on competency and autonomy was higher in professors than it was in nurses. With reference to the scores on the RIPLS, those of professors were high on the sub-scales of teamwork and collaboration, professional identity, and roles and responsibility. The results revealed that participants considered the upper-grade undergraduate years as the ideal time for imparting IPE, and it was deemed suitable to include communication, simulation, and clinical practice in IPE. Doctors, pharmacists, and physiotherapists were thought to require cooperation for IPE the most. Despite the presence of several barriers to IPE, the participants thought that IPE can achieve learning outcomes such as interprofessional communication and cooperation, conflict resolution, and teamwork. It is necessary to cooperate with professionals in the complex clinical environment as professional areas are specialized and subdivided. Therefore, it is necessary to examine the application of IPE in undergraduate education and in on-the-job training.
