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Marit Hegg Reime,1 Morten Aarflot,2 Fred-Ivan Kvam1 1Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Bergen, Norway; 2Oslo University Hospital, Oslo, NorwayCorrespondence: Marit Hegg Reime, Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Post Box 7030, Inndalsveien 28, Bergen, 5020, Norway, Tel +4755585505, Email marit.hegg.reime@hvl.noPurpose: To investigate readiness for interprofessional learning (IPL) among Norwegian health-care students at bachelor-, postgraduate- and master’s level, before and after participating in a one-day scenario-based simulation-training course.Participants and Methods: A pretest-posttest study using readiness for interprofessional learning scale (RIPLS) was conducted with bachelor nursing students (n = 123, 4th semester), postgraduate nursing students from anesthesia, operating theatre and intensive care (n = 61, 1st semester) and medical students (n = 78, 10th semester).Results: Bachelor nursing students and postgraduate nursing students scored significantly higher in the posttest on all four subscales and on the total scale. Between professions, medical students scored significantly higher on subscale 1 (teamwork and collaboration) and subscale 3 (positive professional identity) and significantly lower on subscale 4 (roles and responsibilities) in the pretest. In the posttest bachelor nursing students scored significantly higher on subscale 2 (negative professional identity) and medical students scored significantly lower on subscale 4. The internal consistency for RIPLS was acceptable, except for subscale 4.Conclusion: The study indicates readiness for IPL in our sample of Norwegian health-care students. RIPLS had the ability to measure significant changes in attitudes both within each profession and between professions.Keywords: interprofessional education, pretest-posttest study, RIPLS, simulation |
