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Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?
Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
Karolinska Institute, Stockholm.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Medical and Health Sciences, Division of Preventive and Social Medicine and Public Health Science. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Centre for Public Health Sciences.ORCID iD: 0000-0001-6049-5402
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2011 (English)In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 11, no 15Article in journal (Refereed) Published
Abstract [en]

Background: Interprofessional Education (IPE) is now spreading worldwide and many universities are now including IPE in their curricula. The aim of this study was to investigate whether or not such student characteristics as gender, previous working experience in healthcare, educational progress and features of the learning environment, such as educational programmes and curriculum design, have an impact on their open-mindedness about co-operation with other professions. Methods: Medical and nursing students at two Swedish universities were invited to fill in the Readiness for Interprofessional Learning Scale (RIPLS). Totally, 955 students were invited and 70.2% (n = 670) participated in the study. A factor analysis of the RIPLS revealed four item groupings (factors) for our empirical data, but only one had sufficient internal consistency. This factor was labelled "Team Player". Results: Regardless of the educational programme, female students were more positive to teamwork than male students. Nursing students in general displayed more positive beliefs about teamwork and collaboration than medical students. Exposure to different interprofessional curricula and previous exposure to interprofessional education were only to a minor extent associated with a positive attitude towards teamwork. Educational progress did not seem to influence these beliefs. Conclusions: The establishment of interprofessional teamwork is a major challenge for modern healthcare. This study indicates some directions for more successful interprofessional education. Efforts should be directed at informing particularly male medical students about the need for teamwork in modern healthcare systems. The results also imply that study of other factors, such as the students personality, is needed for fully understanding readiness for teamwork and interprofessional collaboration in healthcare. We also believe that the RIPL Scale still can be further adjusted.

Place, publisher, year, edition, pages
BioMed Central , 2011. Vol. 11, no 15
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-69917DOI: 10.1186/1472-6920-11-15ISI: 000291362100001OAI: oai:DiVA.org:liu-69917DiVA: diva2:433200
Note
Original Publication: Margareta Wilhelmsson, Sari Ponzer, Lars-Ove Dahlgren, Toomas Timpka and Tomas Faresjö, Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?, 2011, BMC Medical Education, (11), 15, . http://dx.doi.org/10.1186/1472-6920-11-15 Licensee: BioMed Central http://www.biomedcentral.com/ Available from: 2011-08-09 Created: 2011-08-08 Last updated: 2017-12-08
In thesis
1. Developing Interprofessional Competence: Theoretical and Empirical Contributions
Open this publication in new window or tab >>Developing Interprofessional Competence: Theoretical and Empirical Contributions
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Background: Different professions meet and work together in teams every day in health and social care. In order to idenUiy and deliver the best quality of care for the patient, the teamworkers need to be both professionally and interprofessionally competent. How can higher education prepare teamworkers to be both professionillly and interprofcssionally competent? This thesis seeks to contribute theoretically and empirically to this issuc. A starting point for interprofessional education (WE) worldwide was when WHO presented a document entitled "Leaming Together to Work Together for Bdter Health". The basic idea in this strateg)' was that it is favourable for undergraduilte students and the development of their own professionill identity to experience other professions in health and sodal sectors as earlyas during their undcrgraduate studies. Inherent in this scheme is that the various professions will work together in practice. Thc overall winner in this new thinking about education and professionai prLlctice would be the patient. One of the Hrst systematic attempts to organize IPE academically was initiated in 1986 at the Faculty of Health Sciences (FHS) at Linköping University in Sweden. The "Linköping Model" has now yielded 25 yeilrs of practical experience and development of IPE curricula.

Aims: The overall aims of this thesis we.re to define, describe and measure effects and outcomes of interprofessional education/learning.

Methods: In the research papers theoretical, aualitative and quantitative methods have been used.

Results: The newly registered medical doctors educated at the FHS at Linköping University and exposed to WE and PBL reported more confidence (p < 0.0001) that their lIndergraduate studies had given them interprofessional skilIs and abilities to collaborate with other professions than medical students from all other medical faculties in Sweden. Nurses who hild been exposed to interprofessional curricula during their undergraduate education ilt FHS reported to greater extent (p = 0.003) that they were prepared to work as a nurse. Furthermore, they also reported to a greater extent (p < 0.0001) that their undergraduate education hild prepared them to work with other healt care professions. Other findings in this thesis wcre that female tudents in generill and nursing students had a more positive view of interprofessional learning and were more open-minded about collaboration with other professions. Only to a minor extent did exposure to a more extensive interprofessional curriculum promote a positive attitude towards teamwork.

Conclusions: A major challenge to modern health care is the need for more interprofessional teamwork to improve the safety and quality of patient-centred care. This thesis indicates some directions for more successful interprofessional education.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2011. 89 p.
Series
Linköping University Medical Dissertations, ISSN 0345-0082 ; 1189
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-69603 (URN)978-91-7393-350-6 (ISBN)
Public defence
2011-06-09, Hälsans Hus Universitetssjukhuset, Campus US, Linköpings universitet, Linköping, 09:00 (English)
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Available from: 2011-07-05 Created: 2011-07-05 Last updated: 2013-09-05Bibliographically approved

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Wilhelmsson, MargaretaDahlgren, Lars-OveTimpka, ToomasFaresjö, Tomas

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