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Are female students in general and nursing students more ready for teamwork and interprofessional collaboration in healthcare?

DOI: 10.1186/1472-6920-11-15

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Abstract:

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".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.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 student's 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.At the beginning of their education, students in health and social care often have a strong identification with the professional group into which they are going to graduate, and many of them also tend to be open-minded about collaboration with other professions [1]. A recent study reported that students who had been exposed to Interprofessional Education (IPE) curricula were more confident at qualification about their communicative skills, their interprofessional relationships and their professional interactions [2]. The same study also reported

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