Measuring Attitudes of Clinical Laboratory Science Students Toward Interprofessional Education Using the Readiness for Interprofessional Learning Scale (RIPLS)

Michelle Brown; Ana Oliveira; Brianna Miller; Floyd Josephat

doi:10.29074/ascls.2018001107

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Table 1.

Overview of scenarios in the ICU simulations

Case 1	62-year–old maleAdmitted with a gastrointestinal bleed and liver failure and has transfusion reaction
Case 2	78-year–old femaleAdmitted with sepsis, pulmonary embolus, and cardiac arrest
Case 3	68-year–old femaleAdmitted with chronic obstructive pulmonary disease exacerbation and has questionable advance directives
Case 4	58-year–old maleAdmitted with pneumonia and respiratory failure and has a nuclear medicine test at the bedside that results in a radioactive spill
Case 5	42-year–old femaleAdmitted with postpartum disseminated intravascular coagulation, delivered this morning, and has excessive vaginal bleeding
Case 6	48-year–old femaleAdmitted with diabetic ketoacidosis, previous cardiovascular injury, and an acute chest pain event

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Table 2.

Characteristics of UAB CLS students (N = 50) completing the RIPLS survey

Characteristic	N	%
Gender
Male	15	30
Female	35	70
Race
White	23	46
African Americans or Asian**	27	54
Experience in interprofessional simulation
Yes	13	26
No	37	74
Work experience in health care
Yes	24	48
No	26	52

Legend: *one age value missing; **only one Asian student

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Table 3.

Attitude of UAB CLS students (N = 50) toward IPE measured by the RIPLS

RIPLS Question	Number (%) of Students who Responded “5"	Number (%) of Students who Responded “4"	Number (%) of Students who Responded “3”	Number (%) of Students who Responded “2"	Number (%) of Students who Responded “1"	MedianScore (95% CI)	MeanScore (SD)
1. Learning with other students/professionals will make me a more effective member of a health and social care team	34 (68)	15 (30)	1 (2)	0 (0)	0 (0)	5 (5-5)	4.7 (0.52)
2. Patients would ultimately benefit if health and social care students/professionals worked together	40 (80)	10 (20)	0 (0)	0 (0)	0 (0)	5 (5-5)	4.8 (0.40)
3. Shared learning with other health and social care students/professionals will increase my ability to understand clinical problems	32 (64)	16 (32)	2 (4)	0 (0)	0 (0)	5 (5-5)	4.6 (0.57)
4. Communications skills should be learned with other health and social care students/professionals	32 (64)	17 (34)	1 (2)	0 (0)	0 (0)	5 (5-5)	4.6 (0.53)
5. Team-working skills are vital for all health and social care students/professionals to learn	43 (86)	7 (14)	0 (0)	0 (0)	0 (0)	5 (5-5)	4.9 (0.35)
6. Shared learning will help me to understand my own professional limitations	21 (42)	24 (48)	5 (10)	0 (0)	0 (0)	4 (4-5)	4.3 (0.65)
7. Learning between health and social care students before qualification and for professionals after qualification would improve working relationships after qualification/collaborative practice	25 (50)	18 (36)	7 (14)	0 (0)	0 (0)	4.5 (4-5)	4.4 (0.72)
8. Shared learning will help me think positively about other health and social care professionals	23 (46)	18 (36)	9 (18)	0 (0)	0 (0)	4 (4-5)	4.3 (0.76)
9. For small group learning to work, students/professionals need to respect and trust each other	40 (80)	9 (18)	1 (2)	0 (0)	0 (0)	5 (5-5)	4.8 (0.46)
10. I don’t want to waste time learning with other health and social care students/professionals	1 (2)	1 (2)	6 (12)	23 (46)	19 (38)	2 (1-2)	1.8 (0.87)
11. It is not necessary for undergraduate/postgraduate health and social care students/professionals to learn together	1 (2)	4 (8)	2 (4)	23 (46)	20 (40)	2 (1-2)	1.9 (0.97)
12. Clinical problem solving can only be learned effectively with students/professionals from my own school/organization	1 (2)	3 (6)	5 (10)	25 (50)	16 (32)	2 (2-2)	2.0 (0.92)
13. Shared learning with other health and social care professionals will help me to communicate better with patients and other professionals	24 (48)	25 (50)	1 (2)	0 (0)	0 (0)	4 (4-5)	4.5 (0.54)
14. I would welcome the opportunity to work on small group projects with other health and social care students/professionals	17 (34)	23 (46)	7 (14)	3 (6)	0 (0)	4 (4-4)	4.1 (0.85)
15. I would welcome the opportunity to share some generic lectures, tutorials or workshops with other health and social care students/professionals	18 (36)	26 (52)	5 (10)	1 (2)	0 (0)	4 (4-5)	4.2 (0.71)
16. Shared learning and practice will help me clarify the nature of patients’ or clients’ problems	23 (46)	23 (46)	4 (8)	0 (0)	0 (0)	4 (4-5)	4.4 (0.64)
17. Shared learning before and after qualification will help me become a better team worker	25 (50)	23 (46)	2 (4)	0 (0)	0 (0)	4.5 (4-5)	4.5 (0.58)
18. I am not sure what my professional role will be/is	0 (0)	3 (6)	5 (10)	20 (40)	22 (44)	2 (1-2)	1.8 (0.86)
19. I have to acquire much more knowledge and skill than other students/professionals in my own faculty/organization	3 (6)	14 (28)	15 (30)	15 (30)	3 (6)	3 (3-3)	3.0 (1.04)