Interprofessional Team-Based Learning: A Revealing Process for Cultivating Professional Identity among Nursing Students

Authors:Kitty Chan, Frances K. Y. Wong, Lap Ki Chan, Fraide A. Ganotice Jr.

Background: Nurses are significant healthcare team members. It is vital to examine their gains in an interprofessional education (IPE). Purpose: We aimed to examine the perceived benefits of interprofessional team-based learning (IPTBL) on the entry level nursing students. Methods: Content analysis was adopted to identify categories in the reflections of the entry-level undergraduate nursing student IPTBL experiences. Results: There were 205 (male = 34) undergraduate nursing students (response rate 82.2%) participating in the present study. In line with the Interprofessional Education Collaborative Report (IPEC) core competencies, four categories were identified: 1) Values/Ethics for Interprofessional Practice, 2) Roles/Responsibilities, 3) Interprofessional Communication, and 4) Teams and Teamwork. A new category emerged—individual learning outcomes. Conclusion: Through IP interactions and the expectation of the IP team, the nursing students had built confidence and defined the nurses’ roles.


Journal: Open Journal of Nursing
DOI: 10.4236/ojn.2019.93025(PDF)
Paper Id: 91027 (metadata)

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