Are Vocational School of Health Services Students Ready for Interprofessional Education?

Yıl 2020, Cilt: 19 Sayı: 59, 77 - 85, 30.12.2020

Funda Tengiz , Esin Ergönül , Nilüfer Demiral Yilmaz , Selcen Oncu , Ebru Kalyoncu , Atila Akkoçlu , İlgi Şemin

https://doi.org/10.25282/ted.670869

Öz

Background

Interprofessional education (IPE) is the process of learning about and from each other in order to improve the quality of health care and collaboration of two or more health profession in the fields of medicine, health, and social services. The aim of IPE is to provide a holistic approach to care, to coordinate and solution-oriented activities and to set more flexible working standards. IPE is present in various health professions’ curriculum in the world. There is a need for development of educational programs on this subject in Vocational School of Health Services in our country. In order for a successful program, it is critical that it is accepted by faculty, students, and educational managers. For this reason, the readiness of the students should be examined during the program development stage in IPE. The aim of this study was to determine the readiness of Vocational School of Health Services’ students for IPE.

Methods

The study is in cross-sectional design. Students were selected by convenience sampling method. The data were collected at four Vocational Schools of Health Services in Turkey using the Readiness for Interprofessional Learning Scale (RIPLS) developed by Parsell and Bligh (1999). Descriptive statistics and Student's t-tests were used in data analysis.

Results

The number of the students participating in the study was 724 (%68,6). The mean total score for the RIPLS was 70.8±10.6(min.19-max.95). The mean scores for the subscales 1-2-3 were respectively 35.9±6.4(min.9-max.45); 25.1±4.6(min.21-max.35); and 9.7±2.6(min.3- max.15). There were significant differences between the mean total scores according to gender, year of study, satisfaction with their departments, and perception of success. Female students, first-year students, students who reported high satisfaction, and those whose perception of success was good obtained significantly higher mean total scores than their counterparts.

Conclusion

As a result of the study, it was found that Vocational School of Health Services students were ready for IPE. It is planned to design training programs on the subject.

Anahtar Kelimeler

Education, Interprofessional Education (IPE), collaborative, interprofessional learning, readiness

Meslek Yüksek Okulu Öğrencileri Mesleklerarası Eğitime Hazır mı?

Öz

Amaç

Meslekler arası eğitim (IPE); tıp, sağlık ve sosyal hizmet alanları içerisinde iki veya daha fazla meslekten öğrenenin, iş birliğini ve hizmet niteliğini arttırmak amacıyla, birbirleri hakkında ve birbirlerinden öğrenme sürecidir. IPE ile bütüncül bir bakım anlayışı, sağlık ve sosyal hizmet çalışmalarının birbirleriyle koordine ve çözüm odaklı çalışmaları, daha esnek çalışma standartlarının belirlenmesi hedeflenmektedir. IPE dünyada çeşitli sağlık meslekleri eğitimi müfredatında yer almaktadır. Ülkemizde Sağlık Hizmetleri Meslek Yüksekokullarında bu konuda eğitim programlarının geliştirilmesine ihtiyaç vardır. Bir eğitim programının başarılı olabilmesi için öğretim üyeleri, öğrenciler ve eğitim yöneticileri tarafından kabul edilmesi kritiktir. Bu nedenle meslekler arası eğitim konusunda program geliştirme aşamasında öğrencilerin hazırbulunuşluğu incelenmelidir. Bu çalışmanın amacı, Sağlık Hizmetleri Meslek Yüksekokulu öğrencilerinin meslekler arası eğitime hazır olup olmadıklarının belirlenmesidir.

Gereç ve Yöntem

Çalışma kesitsel olarak tasarlanmış ve Türkiye’deki dört Sağlık Hizmetleri Meslek Yüksekokulu’nda yürütülmüştür. Uygun örnekleme yöntemi kullanılan araştırmada ölçme aracı olarak Parsell and Bligh (1999) tarafından geliştirilen Meslekler arası Eğitime Hazırbulunuşluk Ölçeği (RIPLS) kullanılmıştır. Veri analizinde tanımlayıcı istatistikler ve Student t-testi uygulanmıştır.

Bulgular

Çalışmaya 724 (%68,6) öğrenci katılmıştır. RIPLS için ortalama toplam puan 70.8 ± 10.6 (min.19-maks.95) bulunmuştur. Alt ölçekler 1-2-3 için ortalama puanlar sırasıyla 35.9 ± 6.4 (min.9-maks.45); 25.1 ± 4.6 (min.21-max.35); ve 9.7 ± 2.6 (min.3- maks.15). Cinsiyet, eğitim yılı, memnuniyet ve başarı algısına göre ortalama toplam puanlar arasında anlamlı farklar bulunmuştur. Kız öğrenciler, birinci sınıf öğrencileri, yüksek memnuniyet bildiren öğrenciler ve başarı algısı iyi olan öğrenciler, ortalamalarına göre anlamlı olarak daha yüksek toplam puanlar almıştır.

SONUÇ

Ölçek puanlarına bakıldığında, Sağlık Hizmetleri Meslek Yüksekokulu öğrencilerimizin meslekler arası eğitim için hazır oldukları görülmektedir. Önümüzdeki dönemde konu ile ilgili bir eğitim programı planlanmaktadır.

Anahtar Kelimeler

EĞİTİM, Mesleklerarası eğitim, işbirliği, mesleklerarası öğrenme, hazırbulunuşluk

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