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dc.contributor.authorWilliams, Brett
dc.contributor.authorBoyle, Malcolm
dc.contributor.authorBrightwell, Richard
dc.contributor.authorMcCall, Michael
dc.contributor.authorMcMullen, Paula
dc.contributor.authorMunro, Graham
dc.contributor.authorO'Meara, Peter
dc.contributor.authorWebb, Vanessa
dc.date.accessioned2018-01-05T00:50:46Z
dc.date.available2018-01-05T00:50:46Z
dc.date.issued2013
dc.identifier.issn0260-6917
dc.identifier.doi10.1016/j.nedt.2012.06.021
dc.identifier.urihttp://hdl.handle.net/10072/172725
dc.description.abstractIntroduction Healthcare systems are evolving to feature the promotion of interprofessional practice more prominently. The development of successful and functional interprofessional practice is best achieved through interprofessional learning. Given that most paramedic programmes take an isolative uni-professional educational approach to their healthcare undergraduate courses, serious questions must be raised as to whether students are being adequately prepared for the interprofessional healthcare workplace. The objective of this study was to assess the attitudes of paramedic students towards interprofessional learning across five Australian universities. Methods Using a convenience sample of paramedic student attitudes towards interprofessional learning and cooperation were measured using two standardised self-reporting instruments: Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Results Students' readiness for interprofessional learning did not appear to be significantly influenced by their gender nor the type of paramedic degree they were undertaking. As students progressed through their degrees their appreciation for collaborative teamwork and their understanding of paramedic identity grew, however this appeared to negatively affect their willingness to engage in interprofessional learning with other healthcare students. The tertiary institute attended also appeared to influence students' preparedness and attitudes to shared learning. Conclusions This study has found no compelling evidence that students' readiness for interprofessional learning is significantly affected by either their gender or the type of degree undertaken. By contrast it was seen that the tertiary institutions involved in this study produced students at different levels of preparedness for IPL and cooperation.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom1369
dc.relation.ispartofpageto1375
dc.relation.ispartofissue11
dc.relation.ispartofjournalNurse Education Today
dc.relation.ispartofvolume33
dc.subject.fieldofresearchNursing not elsewhere classified
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode111099
dc.subject.fieldofresearchcode1110
dc.subject.fieldofresearchcode1302
dc.titleA cross-sectional study of paramedics' readiness for interprofessional learning and cooperation: Results from five universities
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorBoyle, Malcolm


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