Faculty members’ readiness for interprofessional education

Ni Gusti Ayu Eka; Marisa Junianti Manik; Grace Solely Houghty; Vivien Puspitasari; Mona Marlina; Neneng Suryadinata

doi:10.15562/bmj.v11i2.2846

Faculty members’ readiness for interprofessional education

Ni Gusti Ayu Eka ,

Marisa Junianti Manik ,

Grace Solely Houghty ,

Vivien Puspitasari ,

Mona Marlina ,

Neneng Suryadinata ,

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DOI: https://doi.org/10.15562/bmj.v11i2.2846 |
Published: 2022-07-04

Abstract

Introduction: Healthcare is a complex system that requires collaboration across health professions. However, a plethora of reports has identified poor communication and collaboration within healthcare teams which could lead to patient safety issues. Interprofessional education (IPE) is an educational strategy to promote communication and collaboration between healthcare professionals. Despite knowing the readiness among students, opinions among faculty members regarding the need for IPE at UPH (Universitas Pelita Harapan) have yet to be examined despite the important roles of both students and faculties in developing an IPE curriculum. This study aimed to investigate the readiness among medical and nursing faculty members in establishing an IPE curriculum at UPH.

Methods: This study applied a quantitative study design using the Readiness for Interprofessional Learning Scale (RIPLS) by Parsell and Bligh (1999) which was translated to Indonesian and tested for its validity and reliability. The translated RIPLS questionnaire was administered to a total of 60 participants which consisted of 30 nursing and 30 medical faculty members. Subsequently, both descriptive and Mann-Whitney statistical analyses were conducted.

Results: Findings revealed a statistically significant difference between the IPE scores (RIPLS) of nursing faculties and medical faculties (U = 652, z = 3.028; p = 0.012, r = 0.390). This demonstrates that the nursing faculty members (Median 4.30) indicated a higher level of readiness or more positive attitude towards IPE compared to the medical faculty members (Median 4.07).

Conclusions: This study highlights that faculty members have a positive attitude or readiness toward IPE, with nursing faculties indicating higher levels of readiness than their counterparts in the medical faculty. Further exploration using a qualitative method is also important to understand the faculty members’ readiness for IPE as well as the commitments of faculty members and leadership on delivering IPE.

References

Herath C, Zhou Y, Gan Y, Nakandawire N, Gong Y, Lu Z. A comparative study of interprofessional education in global health care: A systematic review. Med (United States). 2017;96(38).
Al-Qahtani MF, Guraya SY. Measuring the attitudes of healthcare faculty members towards interprofessional education in KSA. J Taibah Univ Med Sci [Internet]. 2016;11(6):586–93. Available from: http://dx.doi.org/10.1016/j.jtumed.2016.10.001
Chua AZ, Lo DY, Ho WH, Koh YQ, Lim DS, Tam JK, et al. The effectiveness of a shared conference experience in improving undergraduate medical and nursing students’ attitudes towards inter-professional education in an Asian country: A before and after study. BMC Med Educ. 2015.
Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A. Understanding attitude of health care professional teachers toward interprofessional health care collaboration and education in a Southeast Asian country. J Multidiscip Healthc. 2018;11:557–71.
Botma Y. Consensus on interprofessional facilitator capabilities. J Interprof Care. 2019;
Ahmady S, Mirmoghtadaie Z, Rasouli D. Challenges to the implementation of interprofessional education in health profession education in Iran. Adv Med Educ Pract. 2020;11:227–36.
Houben V, Rehbein B. The Persistence of Sociocultures and Inequality in Contemporary Southeast Asia. In: Globalization and Inequality in Emerging Societies. 2014.
Yune SJ, Park KH, Min YH, Ji E. Perceptions of the interprofessional education of the faculty and the level of interprofessional education competence of the students perceived by the faculty: A comparative study of medicine, nursing, and pharmacy. Korean J Med Educ. 2020;32(1):23–33.
Lusmilasari L, Aungsuroch Y, Widyawati, Sukratul S, Gunawan J, Perdana M. Nursing research priorities in Indonesia as perceived by nurses. Belitung Nurs J. 2020;6(2):41–6.
Polit D., Beck C. Essentials of Nursing Research: Appraising Evidence for Nursing Practice: Appraising evidence for nursing practice. Wolters Kluwer. 2018.
Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 1999;33(2):95–100.
Susanto TD, Audiyanto T, Manik MJ, Sembel S, Houghty GS, Widjaja AG. Readiness of Clerkship (Clinical) Medical Students and Profession (Clinical) Nursing Students in Universitas Pelita Harapan for Interprofessional Education. 2017.
Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A. Understanding students’ readiness for interprofessional learning in an Asian context: A mixed-methods study. BMC Med Educ [Internet]. 2016;16(1):1–11. Available from: http://dx.doi.org/10.1186/s12909-016-0704-3
Jolliffel, I, T. Sample sizes and the central limit theorem: The poisson distribution as an Illustration. The American Statistician. 1995;49 (3):269. Available from: https://doi.org/10.1080/00031305.1995.10476161
Ghasemi, A, Zahediasl, S. Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism. 2012;10(2):486–489. Available from: https://doi.org/10.5812/ijem.3505
Field A. Discovering Statistics using IBM SPSS Statistics. 4th ed. SAGE Publications Ltd.; 2013.
Hoffman J, Redman-Bentley D. Comparison of faculty and student attitudes toward teamwork and collaboration in interprofessional education. J Interprof Care. 2012.
Orchard CA, Sonibare O, Morse A, Collins J, Al-Hamad A. Collaborative Leadership, Part 2: The Role of the Nurse Leader in Interprofessional Team-Based Practice - Shifting from Task- to Collaborative Patient-/Family-Focused Care. Nurs Leadersh (Tor Ont). 2017.
Fuadah DZ, Taukhid M. Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care. J Nurs Pract. 2018;2(1):51–7.
Bennett PN, Gum L, Lindeman I, Lawn S, Mcallister S, Richards J, et al. Faculty perceptions of interprofessional education. Nurse Educ Today. 2011.

[1] Herath C, Zhou Y, Gan Y, Nakandawire N, Gong Y, Lu Z. A comparative study of interprofessional education in global health care: A systematic review. Med (United States). 2017;96(38).

[2] Al-Qahtani MF, Guraya SY. Measuring the attitudes of healthcare faculty members towards interprofessional education in KSA. J Taibah Univ Med Sci [Internet]. 2016;11(6):586–93. Available from: http://dx.doi.org/10.1016/j.jtumed.2016.10.001

[3] Chua AZ, Lo DY, Ho WH, Koh YQ, Lim DS, Tam JK, et al. The effectiveness of a shared conference experience in improving undergraduate medical and nursing students’ attitudes towards inter-professional education in an Asian country: A before and after study. BMC Med Educ. 2015.

[4] Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A. Understanding attitude of health care professional teachers toward interprofessional health care collaboration and education in a Southeast Asian country. J Multidiscip Healthc. 2018;11:557–71.

[5] Botma Y. Consensus on interprofessional facilitator capabilities. J Interprof Care. 2019;

[6] Ahmady S, Mirmoghtadaie Z, Rasouli D. Challenges to the implementation of interprofessional education in health profession education in Iran. Adv Med Educ Pract. 2020;11:227–36.

[7] Houben V, Rehbein B. The Persistence of Sociocultures and Inequality in Contemporary Southeast Asia. In: Globalization and Inequality in Emerging Societies. 2014.

[8] Yune SJ, Park KH, Min YH, Ji E. Perceptions of the interprofessional education of the faculty and the level of interprofessional education competence of the students perceived by the faculty: A comparative study of medicine, nursing, and pharmacy. Korean J Med Educ. 2020;32(1):23–33.

[9] Lusmilasari L, Aungsuroch Y, Widyawati, Sukratul S, Gunawan J, Perdana M. Nursing research priorities in Indonesia as perceived by nurses. Belitung Nurs J. 2020;6(2):41–6.

[10] Polit D., Beck C. Essentials of Nursing Research: Appraising Evidence for Nursing Practice: Appraising evidence for nursing practice. Wolters Kluwer. 2018.

[11] Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 1999;33(2):95–100.

[12] Susanto TD, Audiyanto T, Manik MJ, Sembel S, Houghty GS, Widjaja AG. Readiness of Clerkship (Clinical) Medical Students and Profession (Clinical) Nursing Students in Universitas Pelita Harapan for Interprofessional Education. 2017.

[13] Lestari E, Stalmeijer RE, Widyandana D, Scherpbier A. Understanding students’ readiness for interprofessional learning in an Asian context: A mixed-methods study. BMC Med Educ [Internet]. 2016;16(1):1–11. Available from: http://dx.doi.org/10.1186/s12909-016-0704-3

[14] Jolliffel, I, T. Sample sizes and the central limit theorem: The poisson distribution as an Illustration. The American Statistician. 1995;49 (3):269. Available from: https://doi.org/10.1080/00031305.1995.10476161

[15] Ghasemi, A, Zahediasl, S. Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism. 2012;10(2):486–489. Available from: https://doi.org/10.5812/ijem.3505

[16] Field A. Discovering Statistics using IBM SPSS Statistics. 4th ed. SAGE Publications Ltd.; 2013.

[17] Hoffman J, Redman-Bentley D. Comparison of faculty and student attitudes toward teamwork and collaboration in interprofessional education. J Interprof Care. 2012.

[18] Orchard CA, Sonibare O, Morse A, Collins J, Al-Hamad A. Collaborative Leadership, Part 2: The Role of the Nurse Leader in Interprofessional Team-Based Practice - Shifting from Task- to Collaborative Patient-/Family-Focused Care. Nurs Leadersh (Tor Ont). 2017.

[19] Fuadah DZ, Taukhid M. Readiness of Lecturers As A Facilitator In Interprofessional Education Learning In Antenatal Care. J Nurs Pract. 2018;2(1):51–7.

[20] Bennett PN, Gum L, Lindeman I, Lawn S, Mcallister S, Richards J, et al. Faculty perceptions of interprofessional education. Nurse Educ Today. 2011.

Faculty members’ readiness for interprofessional education

Abstract

References

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