Interprofessional education: Saudi health students’ attitudes toward shared learning

Abstract

Introduction: Interprofessional learning occurs through healthcare professionals’ learning processes, increase collaboration, and improve the quality of patient care. This study aimed to demonstrate the attitudes of students in respiratory care (RC) as well as nursing and clinical laboratory sciences (CLS) during their last semester prior to graduating and then beginning their interprofessional education (IPE) with the help of the Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. Methods: Sixty-seven students (25 RC, 14 nursing, 28 CLS) were recruited for this study. All participating students had never been exposed to IPE or any other professional experi-ence. All students were instructed to answer the RIPLS questionnaire, which comprised 3 subscales and a total of 19 items, to assess their readiness to interactively engage with other students as well as shared learning. The 3 subscales included teamwork and collaboration, professional identity, and roles and responsibilities. The total RIPLS scores ranged from 19 to 95, and all respondents had been instructed on the RIPLS-measured concepts beforehand. Results: Sixty-seven students participated in this study (49% male, 51% female), for which the response rate was 100% (25 [37%] RC students; 14 [21%] nursing; 28 [42%] CLS). The overall RIPLS scores were considered high, ranging from 66.86 to 74.6 (Table 3). CLS scored the highest among all disciplines 74.6 (79%), while RC scored the second highest with 71.4 (75%) and nursing the lowest with 66.9 (70%). A one-way ANOVA revealed a highly significant difference among the three groups’ mean scores for overall attitudes (ANOVA p = 0.001). A post hoc Bonferroni comparison indicated that the overall RIPLS scores for CLS were statistically higher than those of nursing (ANOVA p = 0.009). Conclusion: Healthcare students appear to be ready for the implementation of IPE. However, the findings reveal the need to enhance nursing students’ awareness of their professional roles and attitudes as well as the advantages of IPE.