Students’ Perception and Readiness for Interpersonal Education

Dwi Setiowati

Department of Nursing, Faculty of Medicine and Health Sciences, Syarif Hidayatullah State University, Jakarta, Indonesia

Keywords: Interprofessional education, students’ health, students

Abstract: One of ways to introduce the collaboration among health workers in the process of early education could be

conducted through Interprofessional education. The implementation of collaborative practices would

increase the affordability and coordination of health services, utilization of specific appropriate clinical

resources, health outcomes for chronic diseases and services as well as patient safety. This is quantitative

study with descriptive design which included 44 students from four study programs in the faculty of

medicine and health sciences, Syarif Hidayatullah State Islamic University with purposive sampling. This

study utilized the Interprofessional Education Perceptions Scale (IEPS) and Readiness Interprofessional

Learning Scale (RIPLS) that had been modified. The study revealed a relationship between gender and

study program with the perception and readiness of students of Faculty of Medicine and Health Sciences,

Syarif Hidayatullah State Islamic University on the Interprofessional Education module. Moreover, the

study shown there was a relationship between perceptions of the readiness of students of Faculty of

Medicine and Health Sciences, Syarif Hidayatullah State Islamic University

towards the Interprofessional

Education module. It needs a commitment from the faculty and the study programs for applicative

implementation of Interprofessional Education and both preparation and trial of Interprofessional education

modules.

1 INTRODUCTION

The principle of quality assurance in HPEQ is

quality cascade which explains the relationship

between the quality of health education and the

quality of health services in the community. The

quality of the health education system is determined

by the quality of institutions, graduates and practices

(Irwandi et.al, 2013). One of the factors that pose a

challenge for health institutions is how to optimally

utilize the existing health workforce to meet the

health needs of patients, families and communities

in an effective cost. That statement becomes the

basis to realize collaboration among health workers.

One of ways to realize collaboration among health

workers is collaboration tactics through the

education process (WHO, 2010). One of ways to

introduce collaboration among health workers in the

early education process can be conducted through

interprofessional education. Setinert (2005) revealed

that education was the key to develop and change

both methods and quality of health services. IPE is

one of the integrated education concepts for

enhancing collaboration capabilities.

There are results of study conducted in 42

countries about the impact of collaborative practice

implementation in the world of health. The results of

the study turned out to be very promising not only

for related countries, but also when it was used in

other countries. The study showed that collaborative

practice could improve 1) affordability and

coordination of health services, 2) appropriate use of

clinical resources, 3) health outcomes for chronic

diseases, and 4) patient care and safety. In addition,

collaborative practice could reduce 1) total

complications experienced by patients, 2) length of

stay, 3) tension and conflict between care providers,

4) hospital costs, 5) average clinical error, and 6)

average number of patient deaths (WHO, 2010).

One of the latest national study results about the

perception and readiness of students from health

department on interprofessional education has been

carried out by Sedyowinarso et al, (2011) that

showed students from health department in

Indonesia had a good perception of interprofessional

education as much as 73.62% and 79.90% of

students had a good readiness for interprofessional

education. The results of this study are expected to

156

Setiowati, D.

Students’ Perception and Readiness for Interpersonal Education.

DOI: 10.5220/0008395900002442

In Proceedings of the Aceh International Nursing Conference (AINC 2018), pages 156-163

ISBN: 978-989-758-413-8

be a reference for stakeholders to develop

interprofessional education in the health science

education system in Indonesia. The results of study

conducted by Setiawan (2013) strengthened the data

that the majority of lecturers at faculty of medicine

and health sciences, Jenderal Soedirman university

had a good perception of IPE and there was no poor

perception value. There was readiness of lecturers

lecturers at faculty of medicine and health sciences,

Jenderal Soedirman University to facilitate the IPE

which was good, without any bad categories. There

were no significant differences both in the

perception and readiness of the lecturers on IPE

based on the characteristics of the department,

collaborative experience, gender, and work

experience. There was a weak positive relationship

between perceptions and readiness of lecturers at

faculty of medicine and health sciences, Jenderal

Soedirman university on interprofessional education.

Teaching and learning approaches that can be

applied in IPE are exchange-based learning, action-

based learning, practice-based learning, simulation-

based learning, observation-based learning, and e-

based learning (Sedyowinarso et al., 2011). Problem

based learning can increase motivation and learning

activities, help students in receiving knowledge to

understand real-world problems, help students to

develop their new knowledge and become

responsible for learning that students do. Students

are also encouraged to do their own evaluation of

both the results and the learning process. The

simulation of learning method can also be applied as

a follow-up action after students discuss to directly

collaborate in giving actions to the patients.

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University is a health

education institution that stands to answer the

challenges of realizing the concept of 2010 Healthy

Indonesia which is launched by the government by

organizing health personnel education in the four

health science study programs, namely general

medicine, public health, nursing, pharmacy (Decree

of the Rector of Syarif Hidayatullah State Islamic

University, Jakarta Number 046 stipulated on May

22, 2004). Ulung (2015) conducted a study on the

perception and readiness of students at Faculty of

Medicine and Health Sciences, Syarif Hidayatullah

State Islamic University with a sample of 143

students who were active in medical education,

public health, pharmacy, and nursing. The result

showed that the female respondents had better

perceptions than men on the real component of

perceptions about cooperation (K.1), competence

and autonomy (K.2), and the need to cooperate

(K.4). The public health study program has a good

perception in K.1 and K.2 compared to other study

programs, and medical education has a good

perception on the component of understanding of

other professions (K.3) and K.4. The perception on

the students at Faculty of Medicine and Health

Sciences, Syarif Hidayatullah State Islamic

University on interprofessional education is mostly

in good category.

The vision is to make Syarif Hidayatullah State

Islamic University as the leading institution of

higher education in integrating scientific, Islamic

and Indonesian aspects. Faculty of Medicine and

Health Sciences, Syarif Hidayatullah State Islamic

University is one of the faculties with various study

programs in the field of medicine and health, and is

one of the capital to implement interprofessional

education. Based on the interviews conducted by

researchers on the staff of Faculty of Medicine and

Health Sciences, Syarif Hidayatullah State Islamic

University, the IPE program has been carried out by

the lecturers of general medicine and students have

not reached the level of making academic modules

but in Community Service, handles problem

happening in patients and families in the

community. Then each student presents according to

their knowledge. The implementation of IPE has not

been exposed to the academic field. It is important to

remember that at Faculty of Medicine and Health

Sciences, Syarif Hidayatullah State Islamic

University has already used competency-based

curriculum with Problem Based Learning (PBL)

method and seventh jump, especially in general

medicine and nursing. There is no socialization

about IPE for lecturers and students in a structured

manner and the absence of study in the stage of the

academic collaboration learning module on IPE

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University has made

researchers interested in conducting this study.

The benefits of this study are applicable. For the

Faculty of Medicine and Health Sciences, it can be

used as study material that can be used as a policy in

the preparation and development of interprofessional

education curriculum and a conducive environment

to create an atmosphere of academic collaboration at

the academic level. It is alsa as a technical study

material for the Study Program in preparing and

implementing role play trials, for example one

course that is able to represent the basic science of

each study program. Furthermore, it can be used as a

curriculum with a minimum integrative in academic

programs and in the future in clinical programs. It

intends to train soft skills for students in

Students’ Perception and Readiness for Interpersonal Education

157

collaborating between health students so that the

output of them will not experience problems in

working with other health workers and have a

culture of cooperation in handling patients

holistically (multidisciplinary science).

2 METHODS

This was a quantitative study using descriptive

design with a cross sectional. The populations in this

study were 700 students from four departments in

academic learning (undergraduate). This study used

purposive sampling taken from students at Faculty

of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University (General

Medicine, Nursing, Public Health and Pharmacy)

consisted of 44 students. The inclusion criteria

included at least students in third semester because

they had already got Competency-Based Curriculum

during learning process.

Researcher's perception variables used the

Interdisciplinary Education Perception Scale (IEPS)

according to Luecht et al. (1990) and was edited by

Fauziah (2010). Validity test results r count 0.392-

0.756 with r table 0.3 and reliability test 0.887. The

research instrument used a Likert scale with a range

of Strongly Agree, Agree, Disagree, and Strongly

Disagree. A favorable statement (positive) the

researcher gave a value of 4 for Strongly Agree, 3

for Agree, 2 for Disagree, and 1 for Strongly

Disagree, while an unfavorable (negative) statement

otherwise.

The data analyses used in this study were

univariate analysis and bivariate analysis. The

univariate analysis was conducted to describe

variables by creating tables of frequency distribution

and percentages including gender, type of study

program, experience of working in teams of more

than 2 (two) professions. The bivariate analysis is an

analysis to determine the interaction of two

variables, both correlative. The correlation test with

Chi-Square was used to determine the differences in

perceptions and readiness of students of Faculty of

Medicine and Health Sciences, Syarif Hidayatullah

State Islamic University in interprofessional

education modules based on study programs and

respondents' characteristics.

3 FINDINGS

3.1 Respondent Characteristics

Most respondents involved in this study were female

(84.78%) and the number of students whom

involved in the study were varied in general

medicine, nursing and pharmacy. Most of the

students at Faculty of Medicine and Health Sciences,

Syarif Hidayatullah State Islamic University had

worked with other health students (54.8%).

However, the number of students who had never

collaborated with other programs were almost in the

same proportion. Table 1 shows the characteristics

of the participants whom involved in the study.

The results showed that most of the respondents

were female. The study program was not

significantly different and most of the students had

experience in working with students from other

study program. Most of the respondents were female

researchers from Faculty of Medicine and Health

Sciences, Syarif Hidayatullah State Islamic

University that students in 2010-2013 were female.

3.2 Perceptions on Interprofessional

Education Module

Table 2 shows that most of students at Faculty of

Medicine and Health Sciences, Syarif Hidayatullah

State Islamic University has a good perception of

61.4% on the interprofessional education module.

The results showed that the students' perceptions

were mostly good on interprofessional education

modules (61.4%).

3.3 Readiness on Interprofesional

Education

Table 2 shows that most of students at Faculty of

Medicine and Health Sciences, Syarif Hidayatullah

State Islamic University had a good readiness of

52.3% on the interprofessional education modules,

although not too far away from the number of

students who had poor readiness. The results showed

that the readiness of students was mostly good for

the interprofessional education module (52.3%).

3.4 Analysis of Respondent

Characteristic and Perception

Table 4 shows there is a relationship between gender

and study program with the perception of students of

FKIK UIN Syarif Hidayatullah Jakarta towards the

AINC 2018 - Aceh International Nursing Conference

158

Interprofessional education (p value <0.05), while

the experience of collaboration between FKIK UIN

Syarif Hidayatullah Jakarta students is not related to

the perception of the Interprofessional education.

The relationship of readiness to the interprofessional

education based on the characteristics of

respondents. There is a relationship between gender

and readiness of students at Faculty of Medicine and

Health Sciences, Syarif Hidayatullah State Islamic

University on the Interprofessional Education (p

value <0.05), while the collaboration experience of

students at Faculty of Medicine and Health

Sciences, Syarif Hidayatullah State Islamic

University is not related to the readiness of the

Interprofessional education.

Table 1: Demography data of the respondents (n = 44)

Characteristics Freq.(%)

Gender

Male 7 (15.9)

Female 37 (84.1)

Study program at the faculty

General 10 (22.7)

Medicine 14 (31.8)

Nursing 12 (27.3)

Pharmacy 8 (18.2)

Public health -

Collaboration experience

Yes 25 (56.8)

No 19 (43.2)

Table 2: Results of Univariate Analysis of Perceptions and Readiness on the Interprofessional Education Module (n = 44).

Characteristics

Freq. (%)

Perceptions Good perceptions 27 (61.4)

Poor perceptions 17 (38.6)

Readiness Good perceptions 23 (52.3)

Poor perceptions 21 (47.7)

Table 3: Bivariate Analysis of Respondent Characteristics and the Perception on the Interprofessional education.

Sub Variable Perception

OR 95% CI p-Value

Good N(%) Poor N(%)

Gender

1.85

(1.37 – 2.49)

0.032

Male 7(100) 0

Female 20(54.1) 17(45.9)

Study Program

- 0.016

General Medicine 10(100) 0

Nursing 8(57.1) 6(42.9)

Pharmacy 5(62.5) 3(66.7)

Collaboration Experience

0.58

(0.169 – 2.048

0.599

Yes 14(56) 11(44)

No 13(68.4) 6(31.6)

Students’ Perception and Readiness for Interpersonal Education

159

Table 4: Bivariate Analysis of Respondent Characteristics and the Readiness of student Faculty of Medicine and Health

Sciences (n=44).

Sub Variable Readiness

OR 95% CI P Value

Good

N(%)

Poor

N(%)

Gender

2.3.212

(1.599 – 3.345)

0.009

Male 7(100) 0

Female 16)(43.2) 21(45.9)

Study Program

- 0.008

General Medicine 9(90) 1(10)

Nursing 8(57.1) 6(42.9)

Pharmacy 5(2.5) 3(66.7)

Collaboration Experience

1.414

(0.427 –

4.685)

0.792

Yes 14(56) 11(44)

No 9(47.4) 10( 52.6)

Table 5: Analysis Bivariate of Perceptions and Readiness on the module of Interprofessional Education (n = 44).

Perception

Readiness

OR 95% CI P Value

Good N(%) Poor N(%)

Good

20 (74.1) 7 (25.9)

13.333

(2.93 – 60,66)

0.000

Poor

16 (43.2) 21(45.9)

3.5 Bivariat Analysis of Perceptions

and Readiness on the

Interprofessional Education

Table 5 above shows that there is a correlation

between perceptions and the readiness of students of

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University on the

Interprofessional Education module (p value <0.05).

The results showed that there was a correlation

between perceptions and the readiness of students at

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University on the

Interprofessional education module.

4 DISCUSSION

The results showed that most of the respondents

were female. The study program was not

significantly different and most of the students had

experience in working with students from other

study program. Most of the respondents were female

researchers from Faculty of Medicine and Health

Sciences, Syarif Hidayatullah State Islamic

University that students in 2010-2013 were female.

This was in accordance with Ulung (2014) who said

that most of students at Faculty of Medicine and

Health Sciences, Syarif Hidayatullah State Islamic

University were female who around 65.7% was.

Kozier, Erb, Berman, and Synder (2004) also gave

the same opinion that nursing emerged as a

profession whose history originated from women's

perspective. The traditional role of women as wives,

mothers, and sisters are always involved in family

care. Women as gender who were dependent and

submissive feel called to provide care in the

community.

The study program in this study was not

significantly different in number due to sampling

based on purposive sampling and only took a small

part of the overall population of students in each

study program. Most of the experience in working

together had been owned by students because at

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University, students was

accustomed to doing student activities with other

study program students in the form of Student

Executive board and student activity units in it.

There was an interprofessional education seminar

with a joint discussion simulation among students at

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University. Only gender

and study programs had a relationship with the

'perception and readiness of students on the

interprofessional education module, while the

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students' experience in teamwork does not have a

relationship. This was added by Thoha (2004) in

Fauziah (2010) differences in the characteristics of

respondents caused differences in perceived

something, including perceptions of

interprofessional education. The differences in

professional background could influence perceptions

of interprofessional education.

The results showed that the students'

perceptions were mostly good on interprofessional

education modules (61.4%). This was in accordance

with Ulung (2014) who said that the perception of

students at Faculty of Medicine and Health Sciences,

Syarif Hidayatullah State Islamic University on IPE

was mostly in the good category (97.21%). A'la

(2010) added that 86.8% students at Faculty of

Medicine, Gajah Mada University had a good

perception of interprofessional education. The

collaborative practice could increase 1) affordability

and coordination of health services, 2) appropriate

use of specific clinical resources, 3) health outcomes

for chronic diseases, and 4) patient care and safety.

In addition, the collaborative practice could reduce

1) total complications experienced by patients, 2)

length of stay, 3) tension and conflict between care

providers, 4) hospital costs, 5) average clinical error,

and 6) average number of patient deaths (WHO,

2010). IPE could be realized if students from

various study programs in the field of health and

related disciplines discuss together about the concept

of health services and how their quality could be

improved for the benefit of the wider community.

Specifically, IPE can be used to discuss health issues

as well as certain cases that occur in the community

so that through interprofessional discussions, it was

found the right solutions that could be applied

effectively and efficiently. The application of IPE

was expected to open the eyes of each profession, to

realize that in the process of health care, a patient

becomes healthy not because of the services of one

profession, but rather the contribution of each

profession that integrates health care (HPEQ-

Project, 2011).

This could be viewed from the characteristics of

respondents that the number of students who had

teamwork experience with other study programs had

a not significant number (only 54.8%) with students

who had not experience. This was also added by the

data of the IPE program that had been carried out by

lecturers of general medical and students had not yet

reached the level of making academic modules but

in Real Work Lectures handled problems happening

in patients and families in the community. Then each

student made presentations according to their

knowledge. The implementation of IPE has not been

exposed to the academic field. It was important to

remember that at Faculty of Medicine and Health

Sciences, Syarif Hidayatullah State Islamic

University had used competency-based curriculum

with Problem Based Learning (PBL) method and

seventh jump, especially in general medicine and

nursing. There was no socialization about IPE for

lecturers and students in a structured manner and

there was no research in the stage of the academic

collaboration learning module.

An understanding of the roles and

responsibilities of each profession made autonomy

in the health sector in accordance with the

responsibilities and responsibilities of each health

profession (Gilbert et al, 2005). Understanding the

roles and responsibilities of each good profession,

the implementation of IPE learning became

increasingly ready to work together in teams

(Morison et al, 2003).

The results showed that there was a correlation

between perceptions and the readiness of students at

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University on the

Interprofessional education module. The study

conducted by Sedyowinarso (2011) revealed that the

things that must be prepared to implement IPE was

starting with an understanding of IPE so that the

formation of an agreement between the faculties of

the health profession and the synchronization of the

bureaucracy and the special administration

department coordinated IPE learning activities. ,

teacher, curriculum standards and IPE

implementation. Then there was the necessity for

external support, namely the policies and regulations

of the relevant university and government

departments. Cooperation with practicing land

partners was also needed to be planned in detail.

When the researchers processed students’

questionnaire data, there were two students who

stated that the Interprofessional education module

was highly expected and Interprofessional education

learning could be immediately applied in the Faculty

of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University.

Various studies on IPE barriers had been

carried out. These obstacles existed in various levels

and were found in organization, implementation,

communication, culture or attitude. It was very

important to overcome these obstacles in preparation

for better students and health professional

practitioners for collaborative practices to change

health care systems (Sedyowinarso et al, 2011).

Barriers that may arise were academic dating,

Students’ Perception and Readiness for Interpersonal Education

161

academic regulation, structure of academic awards,

clinical practice areas, communication issues,

discipline, professional parts, evaluation, teaching

development, financial resources, geographical

distance, lack of interdisciplinary teaching,

leadership and administrative support, level of

preparation of students, logistics, strength of

regulation, promotion, attention and appreciation,

change resistance, scholarship, payroll system, and

commitment to time (ACCP, 2009).

There was not a single method of applying IPE

which was the main choice. The IPE learning

method could change at any time according to the

learning necessity of students and how the lecturer

could maintain the students' attention to the lesson.

The existing learning methods could reinforce each

other, not stand alone. Teaching and learning

approaches that can be applied in IPE were

exchange-based learning, action-based learning,

practice-based learning, simulation-based learning,

observation-based learning, and e-based learning

(Sedyowinarso et al., 2011).

5 CONCLUSIONS

It could be concluded that the majority of

respondents are female. The Study Program of

respondents were not too significantly different from

general medicine, nursing, pharmacy, and public

health. Most of the students at Faculty of Medicine

and Health Sciences, Syarif Hidayatullah State

Islamic University had worked with other health

students. Most of students at Faculty of Medicine

and Health Sciences, Syarif Hidayatullah State

Islamic University perceived both the

interprofessional education module. Most students at

Faculty of Medicine and Health Sciences, Syarif

Hidayatullah State Islamic University had a good

readiness for interprofessional education modules.

There was a relationship between gender and study

program with the perception and readiness of

students Faculty of Medicine and Health Sciences,

Syarif Hidayatullah State Islamic University on the

Interprofessional education. There was a relationship

between perceptions and the readiness of students on

the Interprofessional education.

The formulation of policies in the development of

interprofessional education curriculum was in the

form of modules that were strengthened in the

Decree (SK) and other infrastructure (physical

environment) for the creation of interprofessional

education. A further study with the meeting among

study programs was to design the curriculum in one

course that became the basis of joint knowledge of

each study program so that an applicative curriculum

was formed on the implementation of

interprofessional education with a minimum

integrative in the academic program and in the

future in the clinical program. It improved soft skills

in collaborating among students from health

department both formally in learning and through

campus activities so that students would not

experience problems in working with other health

workers by having a culture of cooperation in

handling patients holistically (multidisciplinary

science).

CONFLICT OF INTEREST

The authors state that they have no competing

interests.

ACKNOWLEDGEMENTS

The author would like to thank all the participants

who have participated in the study and all the

stakeholders in the study setting for enabling this

research to be conducted.

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