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Volume 13, Issue 3 (2025)
Health Educ Health Promot 2025, 13(3): 471-480 |
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Received: 2025/06/7 | Accepted: 2025/07/12 | Published: 2025/08/15
Received: 2025/06/7 | Accepted: 2025/07/12 | Published: 2025/08/15
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Perceptions and Readiness of Health Profession Students in Interprofessional Education in the Indonesian Context. Health Educ Health Promot 2025; 13 (3) :471-480
URL: http://hehp.modares.ac.ir/article-4-81513-en.html
URL: http://hehp.modares.ac.ir/article-4-81513-en.html
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Abstract (638 Views)
Aims: This study aimed to analyze the perceptions and readiness of health profession students regarding interprofessional education within the Indonesian context.
Participants & Methods: This study employed a concurrent mixed-methods design involving 190 health profession students from three study programs (medicine, nursing, and pharmacy) at Universitas Airlangga Hospital. Quantitative data were collected using the validated Readiness for Interprofessional Learning Scale and analyzed using SPSS 25. Meanwhile, qualitative data were obtained through in-depth (one-on-one) interviews and analyzed thematically.
Findings: There was a significant increase in students’ Readiness for Interprofessional Learning Scale scores before and after participating in interprofessional education (p<0.05), indicating enhanced readiness for interprofessional learning. Thematic analysis revealed four main themes, including interprofessional education is seen as an engaging and beneficial activity, interprofessional education broadens cross-professional perspectives, each profession brings a unique point of view, and cultural values, such as sungkan (reluctance), gotong royong (mutual cooperation), and professional stereotypes influence interactions in interprofessional education activities.
Conclusion: IPE enhances students’ interprofessional understanding, communication, and confidence in applying collaborative values in future practice.
Participants & Methods: This study employed a concurrent mixed-methods design involving 190 health profession students from three study programs (medicine, nursing, and pharmacy) at Universitas Airlangga Hospital. Quantitative data were collected using the validated Readiness for Interprofessional Learning Scale and analyzed using SPSS 25. Meanwhile, qualitative data were obtained through in-depth (one-on-one) interviews and analyzed thematically.
Findings: There was a significant increase in students’ Readiness for Interprofessional Learning Scale scores before and after participating in interprofessional education (p<0.05), indicating enhanced readiness for interprofessional learning. Thematic analysis revealed four main themes, including interprofessional education is seen as an engaging and beneficial activity, interprofessional education broadens cross-professional perspectives, each profession brings a unique point of view, and cultural values, such as sungkan (reluctance), gotong royong (mutual cooperation), and professional stereotypes influence interactions in interprofessional education activities.
Conclusion: IPE enhances students’ interprofessional understanding, communication, and confidence in applying collaborative values in future practice.
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