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    Perception and readiness for inter-professional education of health discipline students: A cross-sectional study
    (Churchill Livingstone, 2022) Kara, Pinar; Yikar, Seda Karacay; Cercer, Zehra; Tosunoz, Ipek Kose; Arslan, Sevban; Nazik, Evsen
    Background: Interprofessional education (IPE) is a concept focusing on the improvement of a good teamwork environment bringing professionals from diffferent professions together to obtain high-quality health care and improve health outcomes. Determining health discipline students' IPE perceptions and readiness is important to develop, implement and maintain effective IPE programs. Objectives: This study aims to determine perception and readiness for interprofessional education of health discipline students. Design: This study utilized a descriptive and cross-sectional design. Settings: A public university in Turkey. The study was conducted with students enrolled in Faculty of Health Sciences, Medical Faculty, Faculty of Dentistry, or Vocational School of Health Services. Participants: The participants included 646 health discipline students who were enrolled in nursing, midwifery, medical, dentistry, medical imaging technology, first and emergency aid, and elderly care departments. Methods: Data were collected through the Data Collection Form, the Interdisciplinary Education Perception Scale (IEPS-TR) and the Readiness for Inter-professional Learning Scale (RIPLS). Results: The participants' IEPS-TR and RIPLS total mean scores were found 65.81 +/- 19.86 and 67.90 +/- 13.53, respectively. The IEPS-TR and RIPLS mean scores and the variables such as choosing the department willingly and being satisfied with the department indicated a statistically significant correlation (p < 0.05). In addition, RIPLS mean scores and the variables such as age, and willingness to take classes with other healthcare students indicated a statistically significant correlation (p < 0.05). However, no statistically significant correlation was found between the IEPS-TR and RIPLS total mean scores and department-related variables (p > 0.05). The participants' IEPS-TR and RIPLS mean scores demonstrated a positive and significant relationship (r = 0.314, p < 0.001). Conclusions: This study showed that health discipline students had a high level of perception of interdisciplinary education and were ready for interprofessional education. The study also demonstrated that students' perception of interdisciplinary education increased with the increase in their readiness for this education.
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    Perceptions of interdisciplinary education and readiness for inter-professional education of nursing students: A sample of three different cities in Turkey
    (Churchill Livingstone, 2021) Tosunoz, Ipek Kose; Yikar, Seda Karacay; Cercer, Zehra; Kara, Pinar; Arslan, Sevban; Nazik, Evsen
    Background: In recent years, interprofessional education has been described as an opportunity for all healthcare professionals to enhance nursing quality by learning together and about one another. Determining perceptions and readiness of nurses regarding interprofessional education is important for effective education planning. Objectives: The aim of the study is to determine readiness for interprofessional learning and perceptions of interdisciplinary education of nursing students. Design: Descriptive and cross-sectional study. Settings: Nursing departments of public universities, in three different cities in Turkey. Methods: This study was conducted with 738 thirdand fourth-year nursing students. The data of the study was collected using Student Information Form, Readiness for Inter-professional Learning Scale (RIPLS), and Interdisciplinary Education Perception Scale (IEPS). The data was analyzed using descriptive statistics, Student's t-test, Kruskal-Wallis test, one-way analysis of variance (ANOVA), and correlation. Results: Mean age of the students was 21.56 +/- 1.48, and the majority (72.9%) were women. Of the students, 58.9% chose their profession willingly, 56% chose the department as their first choice, 41.2% wanted to receive education with other healthcare students, and 84% reported having prior teamwork experience. Students' mean total scores of RIPLS and IEPS were respectively 69.78 +/- 11.32 and 69.19 +/- 16.62. There was a statistically significant difference between RIPLS mean scores and choosing the occupation willingly, order of choice, being satisfied with the choice of department, and willingness to study with other healthcare students, and between IEPS mean scores and choosing the occupation willingly, order of choice and being satisfied with the department choice (p < 0.05). Conclusion: Nursing students in three different cities had good readiness levels for interprofessional education and perception levels of interdisciplinary education, and differed according to certain demographical qualities. In addition, there was a positive relationship between readiness of inter-professional education, and perceptions of the students.