Learning Objective 1: The learner will be able to describe nursing and medical students' attitudes toward interprofessional education before and after completing an aging simulation game.
Learning Objective 2: The learner will be able to describe components of interprofessional education activities.
Methods: Nursing and medical students were paired together to play an aging simulation game, role playing older adults and navigating the healthcare system. Pre/post changes in attitudes toward interprofessional learning were measured using the Readiness for Interprofessional Learning Scale (RIPLS; 19 items, Likert-type). The RIPLS has 4 subscales (Teamwork and Collaboration, 9 items, α=0.88; Negative Professional Identity, 3 items, α=0.76; Positive Professional Identity, 4 items, α=0.81; Roles and Responsibilities, 3 items, α=0.43). Pre/post paired t-test analyses were performed using IBM SPSS v. 20.0.
Results: Thirty-six nursing and 15 medical students' attitudes toward interprofessional learning improved significantly in all 4 items of the subscale Positive Professional Identity: item 13 “Shared learning with other healthcare students will help me to communicate better with patients and other professionals” (p=0.031), item 14 “I would welcome the opportunity to work on small group projects with other healthcare students” (p=0.025), item 15 “Shared learning will help to clarify the nature of patient problems” (p=0.002), and item16 “Shared learning before licensure will help me become a better team worker” (p=0.017). In subscale Teamwork and Collaboration, item 4 approached statistical significance (p=0.055). Improvements were seen on all other items in the instrument but were not statistically significant.
Conclusion: After collaborating together during an aging simulation game, nursing and medical students’ attitudes significantly improved on 4 of 19 RIPLS items. The RIPLS provides means to assess changes in student attitudes toward interprofessional education.
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