Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This studyused quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p <0.05) between student readiness for inter-professional collaboration with clinical decisionmaking ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
By administering assessments and analyzing the results, targeted aTawnaDelatorrejs
By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.
Allocate at least 2 hours in the field to support this field experience,
Part 1: Assessment and Interventions
Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.
Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Reflection
In 250-500 words, summarize and reflect upon the following:
· Describe each intervention, including teacher, student, and family roles, where applicable.
· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.
· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.
· Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
6
Annotated Bibliography
Student’s Name
Course
Instructor’s name.
Institutional Affiliation
October 7, 2021.
Annotated Bibliography
Ali, H., Ibrahem, S. Z., Al Mudaf, B., Al Fadalah, T., Jamal, D., & El-Jardali, F. (2018). Baseline assessment of patient safety culture in public hospitals in Kuwait. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-2960-x
The researchers conducted a cross-sectional study in 16 public hospitals in Kuwait using the Hospital Survey on Patient Safety Culture (HSOPSC). The study aimed to assess patient safety culture in public hospitals as perceived by hospital staff and relate the findings similar to regional and international ...
SMART GOAL
Leadership SMART Goal Leadership goal Setting a goal is important since it really gives clarity to a person’s vision. A goal specifies the outcome of what one wants to accomplish (Jay, 2011). Developing a SMART leadership goal ensures that one’s goal is actually focused and offers a clear idea of what one wants to accomplish. In essence, a goal that is SMART makes it simpler for one to come up with pertinent activities, to measure his or her progress towards accomplishing the goal, and know when he or she has met his/her goal (Jay, 2011). For me, setting a SMART goal will make what I want tangible since I am declaring to myself that this is really what I want. Basically, the SMART goal will help me to focus my everyday energy towards making my dreams and wishes come true. My set goal is SMART in the following way: Specific: Haughey (2014) pointed out that a specific goal has to be focused, detailed, and stated clearly. My goal is specific enough; it is to work in interdisciplinary/interprofessional teams by Week 10 (as selected from the Institute of Medicine (IOM)). In these teams, I should be able to work with other professionals to offering the best care available to transplant patients and help the patients before the transplant, during the transplant, and after. To accomplish this goal, I will greet and introduce myself to various health professionals in the Transplant Services Department so familiarize my self with the department and the transplant of patients and cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable. In the future health care system, health professionals will have to understand the advantage of high levels of cooperation, coordination, and standardization to guarantee excellence, continuity, safety, and reliability. In short, they will have to think of themselves as a team working in and contributing to a larger system. As Don Berwick, Institute for Healthcare Improvement, said at the summit, The team members integrate their observations, bodies of expertise, and spheres of decision making. Thus this competency refers to the various disciplines working together to address the needs of patients. Interdisciplinary teams are critical in dealing with the increasing complexity of care, coordinating and responding to multiple patient needs, keeping pace with the demands of new technology, responding to the demands of payors, and delivering care across settings Teams tend to reduce the utilization of redundant or duplicate services, and they also tend to develop more creative solutions to complex problems because of their members’ diverse academic backgrounds and experience. Patients needing chronic care, critical acute care, geriatric care, and care at the end of life require smooth team functioning because of the complexity of their needs. Different means and settings for delivering care, such as managed care, community-based care, rehabilitation centers,.
Maternal mortality remains a major challenge to health system worldwide. This problem requires the attention of health practitioners and health professional educators including midwives. Effective clinical decision making is among the most important skills required by healthcare practitioners in the intra-profession and interprofessional context. This study aims to explore the midwifery student's clinical decision-making ability and attitude toward interprofessional learning. This studyused quantitative design with cross-sectional approach. Subjects of research were 50 midwifery students. The instruments were The Readiness for Interprofessional Learning Scale (RIPLS) questionnaire; and an assessment rubric of the obstetric case study. Most of the students are not ready to collaborate with other health professions (68%), and have low and moderate clinical decision-making abilities (98%). There is a significant positive correlation (p <0.05) between student readiness for inter-professional collaboration with clinical decisionmaking ability. This study emphasizes that the ability of a midwife in clinical decision making, especially in emergency cases, is related to their readiness or experience in collaborating with other health professionals.
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
By administering assessments and analyzing the results, targeted aTawnaDelatorrejs
By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.
Allocate at least 2 hours in the field to support this field experience,
Part 1: Assessment and Interventions
Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.
Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Reflection
In 250-500 words, summarize and reflect upon the following:
· Describe each intervention, including teacher, student, and family roles, where applicable.
· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.
· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.
· Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
6
Annotated Bibliography
Student’s Name
Course
Instructor’s name.
Institutional Affiliation
October 7, 2021.
Annotated Bibliography
Ali, H., Ibrahem, S. Z., Al Mudaf, B., Al Fadalah, T., Jamal, D., & El-Jardali, F. (2018). Baseline assessment of patient safety culture in public hospitals in Kuwait. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-2960-x
The researchers conducted a cross-sectional study in 16 public hospitals in Kuwait using the Hospital Survey on Patient Safety Culture (HSOPSC). The study aimed to assess patient safety culture in public hospitals as perceived by hospital staff and relate the findings similar to regional and international ...
SMART GOAL
Leadership SMART Goal Leadership goal Setting a goal is important since it really gives clarity to a person’s vision. A goal specifies the outcome of what one wants to accomplish (Jay, 2011). Developing a SMART leadership goal ensures that one’s goal is actually focused and offers a clear idea of what one wants to accomplish. In essence, a goal that is SMART makes it simpler for one to come up with pertinent activities, to measure his or her progress towards accomplishing the goal, and know when he or she has met his/her goal (Jay, 2011). For me, setting a SMART goal will make what I want tangible since I am declaring to myself that this is really what I want. Basically, the SMART goal will help me to focus my everyday energy towards making my dreams and wishes come true. My set goal is SMART in the following way: Specific: Haughey (2014) pointed out that a specific goal has to be focused, detailed, and stated clearly. My goal is specific enough; it is to work in interdisciplinary/interprofessional teams by Week 10 (as selected from the Institute of Medicine (IOM)). In these teams, I should be able to work with other professionals to offering the best care available to transplant patients and help the patients before the transplant, during the transplant, and after. To accomplish this goal, I will greet and introduce myself to various health professionals in the Transplant Services Department so familiarize my self with the department and the transplant of patients and cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable. In the future health care system, health professionals will have to understand the advantage of high levels of cooperation, coordination, and standardization to guarantee excellence, continuity, safety, and reliability. In short, they will have to think of themselves as a team working in and contributing to a larger system. As Don Berwick, Institute for Healthcare Improvement, said at the summit, The team members integrate their observations, bodies of expertise, and spheres of decision making. Thus this competency refers to the various disciplines working together to address the needs of patients. Interdisciplinary teams are critical in dealing with the increasing complexity of care, coordinating and responding to multiple patient needs, keeping pace with the demands of new technology, responding to the demands of payors, and delivering care across settings Teams tend to reduce the utilization of redundant or duplicate services, and they also tend to develop more creative solutions to complex problems because of their members’ diverse academic backgrounds and experience. Patients needing chronic care, critical acute care, geriatric care, and care at the end of life require smooth team functioning because of the complexity of their needs. Different means and settings for delivering care, such as managed care, community-based care, rehabilitation centers,.
Medical Education: Reorientation of Medical Education program training and fi...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Nurse Education Today 87 (2020) 104348
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
Clinical mentors' experiences of their intercultural communication T competence in mentoring culturally and linguistically diverse nursing students: A qualitative study
Pia Hagqvista,b, Ashlee Oikarainena, Anna-Maria Tuomikoskia, Jonna Juntunena, Kristina Mikkonena,⁎
a Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland b Healthcare Unit, Centria University of Applied Sciences, Finland
ARTICLE INFO
Keywords:
Clinical practice
Intercultural communication Competence
Cultural and linguistic diversity Nurse
Mentor
Student
ABSTRACT
Background: Intercultural communication has become increasingly important in nursing due to the cross-border mobility of patients, health professionals and students. Development of cultural competence continues to be a challenge, particularly among professionals such as educators or healthcare providers who work in professions requiring communication across cultural boundaries. Despite challenges in nursing education related to cultural diversity, competence in intercultural communication has been proven to empower students and to help them grow professionally.
Objectives: The aim of this study was to describe clinical mentors' experiences of their intercultural commu- nication competence in mentoring culturally and linguistically diverse nursing students during completion of their clinical practice.
Design: Qualitative study design.
Participants: The participants were 12 nurses who had previously mentored at least two culturally and lin- guistically diverse nursing students.
Methods: Data were collected during spring 2016 using semi-structured interviews of 12 mentors working in specialized nursing care at one hospital located in central Finland. Data were analyzed using deductive-inductive content analysis. The main concepts of the Integrated Model of Intercultural Communication Competence were used during the semi-structured theme interviews and during analysis. These concepts include empathy, moti- vation, global attitude, intercultural experience and interaction involvement.
Results: Mentors stated that empathy motivates them in the development of intercultural communication. Mentors experienced a lack of resources and support from their superiors, which caused psychological and ethical strain and reduced mentors' motivation. Mentors openly admitted that they had experienced fear towards unknown cultures, but that this fear was reduced through positive mentoring experiences and cultural en- counters.
Conclusions: Continuous education on intercultural communication competence could succeed to further de- velop clinical mentors' mentoring expertise, which could have the potential to greatly benefit students, patients and staff. Such education could be designed, implemented and measured for its effect in co.
Knowledge and Attitude of Dental Students and Staffs towards Basic life Suppo...IJAEMSJORNAL
Introduction:The present study was aimed to assess the awareness, knowledge, and attitude towards basic life support (BLS) among the dental students and faculty of Al Azhar dental college. Materials and Methods:A descriptive study was conducted by using a Questionnaire comprising of 20 questions to collect the data pertaining to awareness and knowledge of BLS, attitude towards BLS among the 3rd, final year dental students and the faculty members. After excluding the incomplete response sheets which were none in the present study, the data from 212 members were subjected to the analysis. The Main outcome measure was the over all score in the BLS knowledge. Knowledge of BLS was assessed as per the data contained in the Basic life support manual from American Heart Association. Results: Out of 212 members 109 were 3rd year students and 85 were final year students and 18 faculty members. The overall knowledge score was 33.7%. Overall results were poor with less than minimum knowledge on the topic BLS. A score of less than 50% was evident in the study indicating a poor knowledge of BLS among both the students and the faculty.The range of correct answers were 3-11 among students and 4-6 among the staffs. A significant difference (p<0.05) was observed between students and faculty members. Conclusion: Present study reports just 33.7 % participants had knowledge regarding BLS necessitates immediate attention of training of dental students and faculties regarding BLS.
Using GOOGLE Scholar, you must choose a scholarly journal article .docxjessiehampson
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
Using GOOGLE Scholar, you must choose a scholarly journal article .docxadkinspaige22
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
Conclusion: Significant challenges in the LE were identified; more attention and effort should be given, especially to the poorly rated point in this study: the existence of an informative program, clear clinical protocols, and proper setting expectations. The lowest score was for catering, housing. A high social support score indicates a healthy workplace environment and job satisfaction.
Ulcerative Colitis with Aseptic Abscesses Controlled by Vedolizumab: A Case R...pateldrona
Aseptic abscesses (AAs) are neutrophilic infiltrative lesions that often coincide with systemic inflammatory disorders such as inflammatory bowel diseases (IBD). According to recent literature, medical therapies in IBD with AAs include corticosteroid, immunosuppressants and anti-TNFα biologics.
Prevalence and Determinants of Distress Among Residents During COVID Crisispateldrona
Residents are predisposed to develop distress, burnout, and depression. With COVID-19, new stressful working conditions were imposed. This study aims to assess the impact of COVID-19 on residents’ wellbeing in France.
More Related Content
Similar to Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessional Learning: A Cross-Sectional Study
Medical Education: Reorientation of Medical Education program training and fi...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
Assessmentof Nursing Students’ Attitude toward Learning Communication Skills ...iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
Nurse Education Today 87 (2020) 104348
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
Clinical mentors' experiences of their intercultural communication T competence in mentoring culturally and linguistically diverse nursing students: A qualitative study
Pia Hagqvista,b, Ashlee Oikarainena, Anna-Maria Tuomikoskia, Jonna Juntunena, Kristina Mikkonena,⁎
a Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland b Healthcare Unit, Centria University of Applied Sciences, Finland
ARTICLE INFO
Keywords:
Clinical practice
Intercultural communication Competence
Cultural and linguistic diversity Nurse
Mentor
Student
ABSTRACT
Background: Intercultural communication has become increasingly important in nursing due to the cross-border mobility of patients, health professionals and students. Development of cultural competence continues to be a challenge, particularly among professionals such as educators or healthcare providers who work in professions requiring communication across cultural boundaries. Despite challenges in nursing education related to cultural diversity, competence in intercultural communication has been proven to empower students and to help them grow professionally.
Objectives: The aim of this study was to describe clinical mentors' experiences of their intercultural commu- nication competence in mentoring culturally and linguistically diverse nursing students during completion of their clinical practice.
Design: Qualitative study design.
Participants: The participants were 12 nurses who had previously mentored at least two culturally and lin- guistically diverse nursing students.
Methods: Data were collected during spring 2016 using semi-structured interviews of 12 mentors working in specialized nursing care at one hospital located in central Finland. Data were analyzed using deductive-inductive content analysis. The main concepts of the Integrated Model of Intercultural Communication Competence were used during the semi-structured theme interviews and during analysis. These concepts include empathy, moti- vation, global attitude, intercultural experience and interaction involvement.
Results: Mentors stated that empathy motivates them in the development of intercultural communication. Mentors experienced a lack of resources and support from their superiors, which caused psychological and ethical strain and reduced mentors' motivation. Mentors openly admitted that they had experienced fear towards unknown cultures, but that this fear was reduced through positive mentoring experiences and cultural en- counters.
Conclusions: Continuous education on intercultural communication competence could succeed to further de- velop clinical mentors' mentoring expertise, which could have the potential to greatly benefit students, patients and staff. Such education could be designed, implemented and measured for its effect in co.
Knowledge and Attitude of Dental Students and Staffs towards Basic life Suppo...IJAEMSJORNAL
Introduction:The present study was aimed to assess the awareness, knowledge, and attitude towards basic life support (BLS) among the dental students and faculty of Al Azhar dental college. Materials and Methods:A descriptive study was conducted by using a Questionnaire comprising of 20 questions to collect the data pertaining to awareness and knowledge of BLS, attitude towards BLS among the 3rd, final year dental students and the faculty members. After excluding the incomplete response sheets which were none in the present study, the data from 212 members were subjected to the analysis. The Main outcome measure was the over all score in the BLS knowledge. Knowledge of BLS was assessed as per the data contained in the Basic life support manual from American Heart Association. Results: Out of 212 members 109 were 3rd year students and 85 were final year students and 18 faculty members. The overall knowledge score was 33.7%. Overall results were poor with less than minimum knowledge on the topic BLS. A score of less than 50% was evident in the study indicating a poor knowledge of BLS among both the students and the faculty.The range of correct answers were 3-11 among students and 4-6 among the staffs. A significant difference (p<0.05) was observed between students and faculty members. Conclusion: Present study reports just 33.7 % participants had knowledge regarding BLS necessitates immediate attention of training of dental students and faculties regarding BLS.
Using GOOGLE Scholar, you must choose a scholarly journal article .docxjessiehampson
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
Using GOOGLE Scholar, you must choose a scholarly journal article .docxadkinspaige22
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
Background: Optimum learning environments (LEs) are linked with positive training outcomes for residents. However, there is few data concerning how the residents perceive the learning environments in teaching hospitals. This study aims to analyze the residents’ perceptions of their learning environments.
Methods: This cross-sectional, hospital-based study was carried out between November 2020 and January 2021, using a Postgraduate Hospital Educational Environment Measurement (PHEEM) questionnaire. Statistical analysis was conducted using SPSS 20.
Results: The total number was 45 participants, 40 of them successfully responded. The total Cronbach`s alpha score was 0.93, which reflects good reliability. The full-scale score was 128 out of 160, which indicates a good learning environment. The autonomy score was 44, the teachers' score was 50, and social support was 34. Finally, the overall mean score for females was 43.3 compared to 39.4 for males, with a P-value of 0.55. Furthermore, no significant difference in residents’ perceptions of their learning environment according to their training was observed in this study.
Conclusion: Significant challenges in the LE were identified; more attention and effort should be given, especially to the poorly rated point in this study: the existence of an informative program, clear clinical protocols, and proper setting expectations. The lowest score was for catering, housing. A high social support score indicates a healthy workplace environment and job satisfaction.
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In bioelectronic terms, the organism is understood as an integrated circuit of biological piezo, pyroelectrics, ferromagnets and semiconductors, filled with bioplasm and managed electronically by quantum processes. The presence of semiconductors in a biological system is synonymous with the presence of an electronic integrated device, therefore a living organism can be seen as a complex electronic device, analogous to technical devices.
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Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
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FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
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Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
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Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
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Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
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Abnormalities of Taste Detection:
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Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
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Learning Objectives
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ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
2. oration and improve health outcomes” [4]. Further, Barr (2010)
illustrated how IPE becomes a combination of the values, ideas,
and abilities of all participating professions, whereas for CIHC
(in full?), (2010) interprofessional education (IPE) is an essen-
tial approach for healthcare students who are preparing for their
professional work as well as for healthcare employees to provide
patients’ care in a collaborative team environment [5]. Moreover,
Interprofessional education is defined by Thistlethwaite, (2012)
as a shared learning experience among health profession students
across disciplines, with the goals of professional identification of
strong clinical teams and the improvement health outcomes. For
the Cochrane Collaboration (2013), interdisciplinary instruction
is: “an IPE intervention when members of more than one health
and/or social care profession learn interactively together, for the
explicit purpose of improving interprofessional collaboration and/
or the health/wellbeing of patients/clients. Interactive learning re-
quires active exchange between learners of different professions”.
The primary goals of interprofessional education are to alter atti-
tudes and opinions, breed respect amongst professions, and make
collaboration possible [6]. These general goals are at the center
of the global initiative to improve healthcare. As outlined by the
IECEP (in full?) (2011), IPE is divided into the following four pri-
mary competencies within the general medical school curriculum:
Teams and Teamwork, Interprofessional Communication, Values
and Ethics for Interprofessional Practice, and Roles and Responsi-
bilities. According to numerous studies, the first important step in
implementing IPCP (in full?) within a healthcare organization is to
provide “Patient centered care”, which means to provide care in an
environment that gives patients high quality care according to his/
her needs [7, 8]. Due to its considerable importance in the health
sector, Interprofessional collaboration is starting to be taught to
healthcare students under the name of inter-professional education
(IPE).
The evidence on worldwide IPE in undergraduate and postgradu-
ate education, the results of studies provides valuable insight for
related researchers regarding the necessity of IPE in medical ed-
ucation (drafting?). (references?) Notably, the assessment of the
effectiveness of IPE’s was also an important aspect. The quality
of IPE programs varied substantially across different countries. In
many developing countries are still struggling to implement this
concept. (You have lost me. Unclear to what study you are refer-
ring.) They face so many challenges due to less human and physi-
cal capacities. The reported evidences of IPE initiatives in Sri Lan-
ka are quite less (than what?). As a developing country, Sri Lanka
concern about the positive health outcomes to reach the MGD (in
full with reference) goals. The curricula of all the medical facul-
ties were based on the British system of medical education [9]. In
1995, the traditional discipline-based curriculum was changed to a
more integrated and student-centered curriculum. The contents for
the core curriculum were classified into four main areas; namely
basic sciences knowledge, clinical competencies, generic compe-
tencies, and professional values which include ethical issues and
commitment to continuing medical education. The main features
of the new curriculum (introduced when by whom?) are the in-
tegration of subject content, the introduction of a system-based
module system, early exposure of students to clinical and commu-
nity learning environments, and the introduction of a behavioral
sciences stream. The teaching/learning methods have shifted from
traditional lecture based didactic teaching activities towards meth-
ods involving greater student participation. These include small
group discussions (SGD), problem-based learning tutorials (PBL),
student seminars, staff seminars, dramas, debates, poster sessions,
and field-based teaching (10). The history of undergraduate medi-
cal education in Sri Lanka dates back to 1870, when the Colombo
Medical School was founded. In 1942, the University of Ceylon
was established, and the medical school acquired university status
as the Faculty of Medicine [10]. Over time, more faculties of med-
icine were established; at present, there are six medical faculties in
Sri Lanka. If undergraduate/ graduate students, educate and trained
about interprofessional team work skills and methods will help to
provide collaborative patient care to improve patients’ outcomes
and will helps to mitigate current health challenges in Sri Lanka.
Learning to practice is very much essential to reduce the gaps,
conflicts between each professionals. Through introducing IPE
will helps to address future health challenges, increase both prac-
titioners and patients satisfaction and enhance quality of service
delivery involving more different health professionals together.
3. Methods
3.1. Data Collection Instrument
The Readiness for Interprofessional Learning Scale (RIPLS) re-
vised by McFadyen et al., (2005) was used to measure the under-
graduate health care student’s attitudes toward interprofessional
teams and readiness for interprofessional education [12]. RIPLS
was originated by Parsell and Bligh (1999) to assess student’s
attitudes towards interprofessional education as a 19-item ques-
tionnaire consisting of three subscales including teamwork and
collaboration, positive and negative professional identity, and
professional roles and responsibilities to assess perceptions and
attitudes of healthcare students towards interprofessional learning
(……).As the first instrument designed to evaluate the “readiness”
of healthcare students for shared activities, the RIPLS allows ed-
ucators to quantify the impact of interventions on healthcare stu-
dents (6, 7). McFadyen et al. (2005) revised the RIPLS, dividing
the original three subscales into four, while increasing stability
and improving psychometrics. The four subscales are [1] Team-
work and Collaboration (items 1–9, total possible score 45); [2]
Negative Professional Identity (items 10–12, total possible score
15); [3] Positive Professional Identity (items 13–16, total possible
http://www.acmcasereport.com/ 2
Volume 5 Issue 4-2020 Research Article
3. score 20); and [4] Roles and Responsibilities (items 17–19, total
possible score 15). Each statement, participants were asked to pro-
vide their response using a 5-point Likert scale with 1 representing
“Strongly Disagree” and 5 representing “Strongly Agree”. This
scale has excellent reliability with a Cronbach’s alpha of 0.90 [12].
Subsequent studies using healthcare professions have also found
the RIPLS to demonstrate acceptable levels of validity and reli-
ability [13, 15]. Readiness for Interprofessional Learning Scale
(RIPLS) (McFayden et al., 2005), illustrated in Appendices A. The
scales enable quantitative measurement of changes in attitudes
and perceptions towards IPE, as well as assess students’ readiness
for interprofessional collaboration. McFadyen et al (2005) report-
ed internal consistency based on the adaptive version as follows:
Teamwork and Collaboration .79/.88, Negative Professional Iden-
tity .60/.76, Positive Professional Identity .76/.81, and Roles and
Responsibilities .40/.89.
http://www.acmcasereport.com/ 3
Volume 5 Issue 4-2020 Research Article
3.2. Data Collection
Data were collected from health professions students at the Fac-
ulty of Medicine, University of Kelaniya and Faculty of Medi-
cal Sciences, University of Sri Jayaardanepura including MBBS,
Nursing, Pharmacy and Occupational Therapy. Data were collect-
ed from 300 students (120 male and 180 female); included in this
group were 203 MBBS students (71 Male and 132 Female); 40
Nursing students (18 Male and 22 Female); 37 Pharmacy students
(22 Male and 15 Female); and 20 OT students (9 Male and 11
Female). The response rate was 67.7% of MBBS students 13.3%
of nursing students 12.3% of pharmacy students and 6.7% of OT
students (Table 1). Completion of the survey was voluntary. In ad-
dition to the 19 items of the RIPLS survey, students were asked
four additional questions. Demographic questions included age,
gender, program of study and the University.
Table 1: Demographic Characteristics of the Respondents (n=300)
Gender
N
Degree Programme
MBBS Nursing Pharmacy OT
Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage
Male 120 40.00% 71 59.20% 18 15.00% 22 18.30% 9 7.50%
Female 180 60.00% 132 73.30% 22 12.20% 15 8.30% 11 6.11%
300 100.00% 203 67.70% 40 13.30% 37 12.30% 20 6.70%
Age 18-21 11 5.40% 0 0 0 0 0 0
22-25 175 86.20% 38 95% 33 89.20% 17 85%
26-29 17 8.4%5 2 5% 4 10.80% 3 15%
4. Statistical Analysis
Six of the 19 items in the RIPLS were negatively worded in the
survey form; however for the sake of presentation, the scores
recorded in this paper are such that a higher score is always in-
dicative of a more positive attitude towards IPE. Cronbach alpha
values were calculated to determine the internal consistency of the
RIPLS instrument in study population. One- Way ANOVA were
employed for each of the 19 items, as well as the 4 subscale scores
and overall total score in order to evaluate students’ attitudes to-
wards IPE. Statistical analysis was done with IBM SPSS 20. (IBM
Corp. Released 2011. IBM SPSS Statistics for Windows, Version
20.0. Armonk, NY: IBM Corp. Chicago, IL, USA).
5. Ethical Considerations
Ethical approval of the study was obtained from the Ethical Re-
view Committee (ERC) of the Faculty of Medicine, University of
Kelaniya and the Faculty of Medical Sciences, University of Sri
Jayawardanepura, Sri Lanka to collect the data from Undergrad-
uate healthcare students. At the first through separate seminars,
the purpose of the project and its voluntary nature were explained
to the undergraduate healthcare students and their written consent
obtained. All participants were told about their rights to withdraw
from the study at any time without any penalty. Study approval
was received from the Ethical Review Committees were provided
with information related to the project aims and details. Under-
graduate healthcare students were provided with the information
before consents were obtained. Undergraduate healthcare students
were able to contact the principal investigators for further details,
clarification, doubts or complaints. No university personnel were
involved in the data collection. All personal information remained
strictly confidential and anonymous with assigned code numbers.
The raw data were accessible only to the researcher and only used
for the research study.
6. Results
6.1. Respondent Demographics and Response Rates
A total of 300 students participated in this study, cases valid 285
and response rate of 95% cases excluded list wise based on all
variables in the procedure is 15. The demographic characteristics
are summarized in Table 1. The respondents included 203 MBBS
students (response rate 67.7%) and 40 nursing students (13.3%)
of which 37 pharmacy students (12.3%) and 20 occupational ther-
apy (6.7%) students indicated socio-demographic characteristics.
More than half of the respondents in each sample were undergrad-
uate students who were following MBBS degree program account-
ing for 67.7% of this population. Occupational therapists were the
least well represented, with only 6.7%. There were no equal re-
spondents among undergraduate healthcare students and programs
in both institutions. Most respondents were female (60%). All re-
spondents, were between 20 and 30 years of age (Table 2, 3, ,4 and
RIPLS subscales).
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Volume 5 Issue 4-2020 Research Article
Table 2: Students’ who completing the RIPLS Questionnaire
RIPLS Subscales Item Number Possible Points (Range) N Mean Range (SD)
Scale 1: Teamwork and Collaboration 1-9 5-45 299 37.08 9-45 (7.09)
Scale 2: Negative Professional Identity 10-12 3-15 300 7.08 3-15 (2.72)
Scale 3: Positive Professional Identity 13-16 4-20 292 15.3 4-20 (3.75)
Scale 4: Roles and Responsibilities 17-19 3-15 294 9.8 3-15 (2.26)
Total 1-19 19-95 285 69.15 26-95 (10.97)
Item characteristics
Item responses were coded as follows: Strongly Disagree = 5; Disagree=4; Neutral =3; Agree=2; Strongly Agree=1. Mean scores Standard Deviations
and minimum and maximum were calculated by subscales. The total mean score of all four item is (M= 69.15, SD= 10.97). The highest mean score for
teamwork and collaboration is 37.8 and the lowest mean score is 7.08 identified for negative professional identity (Table 2). The mean score for positive
professional identity is 15.3 however, for roles and responsibilities indicated 9.8 mean score of students’who have completing the RIPLS questionnaire.
Inter item total correlation range minimum -.232 for negative professional identity and the maximum .635 for positive professional identity.
Table 3: RIPLS Score by Gender
RIPLS Subscales
Male
N=120
Male
(n=120)
Mean (SD)
Female
N=180
Female
(n=180)
Mean (SD)
F P
Scale 1: Teamwork and Collaboration 120 36.07 (7.53) 179 37.74 (6.73) 4.033 .046
Scale 2: Negative Professional Identity 120 7.54 (2.64) 180 6.76 (2.74) 5.906 .016
Scale 3: Positive Professional Identity 117 14.50 (3.88) 175 15.85 (3.56) 9.297 .033
Scale 4: Roles and Responsibilities 116 9.43 (2.19) 178 9.92 (2.28) 3.208 .074
Total 113 67.38 (11.45) 172 70.30 (10.52) 4.885 .028
Gender differences
An average male mean score of 67.38 and a female means score of 70.30 in table 3. RIPLS total score was significantly different between gender (P=
.028). The ANOVAs’results on each of the four subscales revealed a statistically different between Negative Professional Identity and Gender (P=.016).
Compare with each items and gender, the highest mean score 37.74 indicated by female respondents for Teamwork and Collaboration, The slight gender
difference were recognized for positive professional identity and roles and responsibilities compare with male gender. The male gender mean score is
higher only for the subscale of negative professional identity. Statistical difference were identified between subscales and genders.
Table 4: RIPLS Score by Degree Program of Study
RIPLS Subscales
MBBS Nursing Pharmacy OT
F P
(n=203) (n=40) (n=37) (n=20)
Mean (SD) Mean (SD) Mean (SD) Mean (SD)
Scale 1:Teamwork and Collaboration 38.01 (5.58) 38.53 (5.08) 30.10 (11.62) 37.60 (6.55) 15.66 <.001
Scale 2: Negative Professional Identity 7.02 (2.76) 7.15 (2.91) 7.5 (2.42) 6.50 (2.48) 0.725 0.538
Scale 3: Positive Professional Identity 15.57 (3.57) 16.23 (2.93) 13.29 (4.33) 14.70 (4.58) 5.026 0.002
Scale 4: Roles and Responsibilities 9.72 (2.28) 9.84 (2.12) 9.97 (2.17) 9.20 (2.50) 0.533 0.006
Total 70.22 (8.98) 72.08 (8.82) 61.08 (17.48) 68.00 (11.27) 8.67 <.001
Comparison between programs of study
Each subgroups was compared with each of the other subgroups. In order to comparing students’ RIPLS total scores by degree programs of study a
significant difference was identified between each degree programs (P= <.001) due to group size are unequal. The mean score of pharmacy students for
the each category is differed significantly compare with other healthcare professional students and the lowest mean score for the teamwork and collab-
oration and positive professional identity and the highest mean score for negative professional identity and roles and responsibilities were significantly
highlighted according to the results of the students following pharmacy degree program (Table 4). In contrast the low mean score indicated by the
students in OT degree program for the positive professional identity and the roles and responsibilities. Comparing with each degree program results of
the nursing students’ indicates higher total score as 72.08 and the pharmacy students’ highlighted lowest mean score as 61.08 for RIPLS.
RIPLS Subscales
Scale Item Question SD (%) D (%) N (%) A (%) SA (%)
Teamwork and Collaboration
Q.1
Learning with other students/professionals will make me a
more effective member of a health and social care team
2.3 4 4.7 45.7 43.3
1-9/ 9 Items
Q.2
Patients would ultimately benefit if health and social care
students/ professionals worked together
5 2 4 41.7 47.7
Q.3
Shared learning with other health and social care students/
professionals will increase my ability to understand clinical
problems
3.7 4 4.3 49 39
Q.4
Communication skills should be learned with other health and
social care students/professionals
3.7 6.7 7 41.7 41
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Q.5
Team working skills are vital for all health and social care
students/professionals to learn
5.7 2 5.3 34 53
Q.6
Shared learning will help me to understand my own
professional limitations
4 3 9 42.7 41
Q.7
Learning between health and social care students before
qualification and for professionals after qualification
would improve working relationships after qualification/
collaborative practice
5 8 11.7 45.7 29.7
Q.8
Shared learning will help me think positively about other
health and social care professionals
3.3 5.3 10.7 47.3 33.3
Q.9
For small-group learning to work, students / professionals
need to respect and trust each other
6.3 4.7 6.3 42.3 40.3
Negative Professional Identity
Q.10
I don't want to waste time learning with other health and social
care students / professionals
27 45.7 12.3 8.7 6.3
10-12/3 Items
Q.11
It is not necessary for undergraduate / postgraduate health and
social care students / professionals to learn together
27 40 13.7 13.7 5.7
Q.12
Clinical problem solving can only be learnt effectively with
students / professionals from my own school / organization
22 34 18 19 7
Positive Professional Identity
Q.13
Shared learning with other health and social care professionals
will help me to communicate better with patients and other
professionals
4.7 9.3 8.7 44 32
13-16/4 Items
Q.14
I would welcome the opportunity to work on small group
projects with other health and social care students /
professionals
4.3 12.3 8.7 45 28.3
Q.15
I would welcome the opportunity to share some generic
lectures, tutorials or workshops with other health and social
care students / professionals
4.3 11.7 16.3 41 26.7
Q.16
Shared learning and practice will help me clarify the nature of
patients' or clients' problems
6 9.3 9.3 45 30.3
Roles and Responsibilities
Q.17
Shared learning before and after qualification will help me
become a better team worker
4.7 8.3 11 44 31.3
17-19/3 Items
Q.18 I am not sure what my professional role will be / is 23.3 33.3 17.3 15.7 10
Q.19
I have to acquire much more knowledge and skill than other
students / professionals in my own faculty / organization
5.7 17.7 33.7 26.3 15.3
RIPLS subscales
The entire data were tested for ceiling and floor effects to identify the students’ attitudes on IPE. The respondents’ between 29.7% and 53% gave the
highest rating for teamwork and collaboration as strongly agree, whereas 2.3% to 6.3% of respondents gave the lowest rating, strongly disagree. For
negative professional identity, the highest rating were given by 5.7 to 7% and lowest rating by 22-27%. The highest rating reported as 26.7-32% and
4.3- 6% as lowest rate for the items in positive professional identity. For roles and responsibilities the highest rating were indicated as 10-31.3% and
the lowest rating were 4.7-23.3%. For Q.18, the proportions were 10% giving highest rating and 2.3% giving lowest rating. For the Q.19 the 15.3%
of respondents giving highest rate and the 5.7% were giving lowest rate. In contrast, there is a significance of the results for the subscales of roles and
responsibilities (Q17-Q19) were bring forward.
7. Discussion
This study has demonstrated the utility of the RIPLS instrument to
assess the degree of students’ perceptions and readiness towards
IPE. The analysis showed strong internal consistency within the
four subscales such as teamwork and collaboration (Q1-Q9), neg-
ative professional identity (Q.10-Q.12), positive professional iden-
tity (Q.13-Q.16) and roles and responsibilities (Q.17-Q.19) with
Cronbach’s Alpha values of .469. Comparing with other RIPLS
studies, this indicates that RIPLS is a stable and reliable instru-
ment for use in Sri Lankan context with students. These results
indicate that RIPLS is a valid tool for measuring the readiness of
postgraduate health care professionals to engage in interprofes-
sional learning.
Similar to the findings of some previous studies, female students
demonstrated more positive attitudes towards IPE than male stu-
dents. Specifically, female undergraduate students’ tend to em-
phasize their understanding and readiness towards the IPE but no
significant difference when compare with male students. Howev-
er, gender has not consistently been associated with differences
in RIPLS scores. Comparing with mean scores between subscales
with programs of study, the significant difference of the mean
scores of pharmacy students were identified. The results were cal-
culated based on unequal number of respondents from each degree
programms.
According to the tested results on ceiling and floor effects in this
study students demonstrated higher scores on the teamwork and
collaboration subscale, signifying a clearer sense of team working
skills are vital for all health and social care students/professionals
to learn. Moreover, for the scale of positive professional identi-
ty, undergraduate were given higher rating for (Q13) the Shared
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Volume 5 Issue 4-2020 Research Article
learning with other health and social care professionals will help
me to communicate better with patients and other professionals.
Similarly, for (Q.17) Shared learning before and after qualifica-
tion will help me become a better team worker. In contrast, for
(Q.18) under the scale of roles and responsibilities were indicated
lowest rating. This lowest rating highlighted that, undergraduate
healthcare students’ doesn’t have clear idea about their own pro-
fessional roles and responsibilities. Considering the subscale of
negative professional identity, the majority students’ were given
lowest rating for (Q.10-Q12). This indicates that the health pro-
fessional students at selected health institutions were not having
adequate background knowledge on IPE. However, the results of
this study indicate that undergraduate health professional student’s
demonstrated greater readiness for interprofessional learning and
having positive perception towards IPE.
8. Conclusion
In terms of strengths, the high number of respondents in this study
was an obvious advantage along with the successful attempt to
measure the responses of those who failed to respond to the ini-
tial survey. Moreover, the relatively high alphas, which demon-
strate the internal reliability. The major challenge encounter for
this study were unable to include all the disciplines related to the
healthcare education. A possible weakness of the study is that the
students surveyed did not have some previous exposure to inter-
professional learning through their programs of study and unequal
number of the sample. Moreover, the authors have found no com-
parable study in Sri Lankan context about IPE with which to align
the results obtained in this study. The findings of this study suggest
the undergraduate students have positive perception on IPE and
they have an idea on necessity of IPE learning during the program
of study. The needs of IP learning during the health professional
degree programs would be essential for the countries like Sri Lan-
ka to manage effective patient care. This results indicates that the
level of perception of undergraduate healthcare students on IPE.
However, this analysis produced the level of undergraduate health-
care students’ readiness on IP learning in Sri Lanka
9. Acknowledgment
The authors would like to thank Dean, Faculty of Medicine at Uni-
versity of Kelaniya and the Vice Chancellor and Dean, Faculty of
Medical Sciences, University of Sri Jayawardanepura, Sri Lanka
and members of the Ethical Review Committee and the Under-
graduate fourth year students in both Universities
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