Siriraj Medical Journal (Feb 2021)

The Preparation for Interprofessional Practice (IPP) in Nursing Students at Mahidol University, Thailand: The Situation Analysis

  • Chitchanok Benjasirisan,
  • Lalipat Phianhasin,
  • Suebsarn Ruksakulpiwat,
  • Chongchit Saneha,
  • Pannipa Boontein,
  • Sarinrut Sriprasong,
  • Sarunya Koositamongkol,
  • Thanistha Samai,
  • Prapatsinee Prapaiwong,
  • Jongkonwan Musikthong,
  • Wandee Tosuksri,
  • Nattaya Rattana-umpa,
  • Warunee Phligbua,
  • Chontira Riangkam,
  • Autchariya Poungkaew,
  • Ruttanaporn Kongkar,
  • Sirikarn Hanrop,
  • Piyoros kasetkala,
  • Pawitra Jariyasakulwong,
  • Pichitra Lekdamrongkul,
  • Jinsuta Tadsuan,
  • Wimolrat Puwarawuttipanit

Journal volume & issue
Vol. 73, no. 2
pp. 128 – 140

Abstract

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Objective: This study aims to perform the situation analysis about nursing student preparation proceeding interprofessional practice to lead the improvement of the interprofessional education curriculum. Methods: This is a situation analysis, 58 participants (74.36 %) obtained from the Faculty of Nursing, Mahidol University, Thailand between August and December 2019. Personal information, closed-ended questionnaires, and descriptive questionnaires were utilized to assess the participants’ perspective approaching the preparation for interprofessional practice. Reflecting and interpreting methods were used to categorize the participants’ descriptive answers. Additionally, means, frequency, and percentages were reported appropriately. Results: Overall, 45 (77.6 %) participants never taken the IPE course before. 22.4 % who ever studied the IPE course stated that communication is the ability that would encourage them to apply to multidisciplinary nursing practice the most. In an open-ended question, participants indicated that self-identity is the main reason to diminish their confidence in multidisciplinary nursing practice (Non-IPE attendants, n = 19 (32.76 %), IPE attendants, n = 6 (10.34 %)). Furthermore, 77.78 % of them said they prefer to prepare themselves in nursing practice to work with other healthcare professionals collaboratively. Conclusion: IPE not only benefits healthcare scholars to qualify themselves for serving in their field but also collaboratively operate with different healthcare personnel. Notwithstanding, communication skills, self-identity, and nursing practice skills need to be prepared.

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