Characteristics of Included Studies (N=13) According to Core Competency Domain
CCICP = Core Competencies for the 4 Interprofessional Collaborative Practice Domains: 1. Values/Ethics; 2. Roles/Responsibilities; 3. Interprofessional
Communication; 4. Teams/Teamwork
IPE = Interprofessional Education
RIPLS = Readiness for Interprofessional Learning Scale
SBAR = Situation-Background-Assessment-Recommendation
Reference citations at end of table
Author(s) &
Setting
Baker et al.
(1)
CCICP
Domains
1, 2, & 4
1
2
Berg et al.
(2)
Bradley et
al. (3)
Design & Intervention
Sample
mixed method
Intervention 1a: (n= 213)
101 4th year nursing; 42
3rd/4th year medicine; 70
junior residents
IPE simulation pilot project modules
student and instructor reactions
1a. Cardiac resuscitation rounds
1b. Resuscitation
2. IV access module
1&3
mixed method pilot
1-4
Simulation to evaluate feasibility of
IPE SBAR training with nursing and
medical students via remote
technology
mixed-method quasi-experimental
Simulation to determine effect of IPE
on resuscitation skills for nursing and
medical student; examine attitudes on
leadership, performance skills and
teamwork
Major Finding and Implications
to Nursing Education
Proposed that collaborated skills of nursing
students were enhanced.
Nursing students perceived IPE rounding
increased confidence as team member.
Intervention 1b ( n= 72) 45
nursing; 20 medical; 7 junior
residents
Intervention 2: ( n= 146) 71
3rd year nursing; 75 2nd year
medicine
(n= 16) 12 nursing, 4
medicine.
(n= 53) 27 nursing students
& 26 medical students
randomly assigned to uniprofessional or
interprofessional groups
based on geographic
location
Remote IPE has potential use when
resources are limited
Drop in RIPLS subscale suggests need for
continuous IPE/learner centered approach
and enculturalization. Increased
resuscitation response on evaluation tool.
Author(s) &
Setting
Chan et al.
(4)
CCICP
Domains
1&2
Design & Intervention
Sample
mixed method descriptive
(n= 32) 16 nursing students,
16 social work students
Major Finding and Implications
to Nursing Education
Preparation for IPE important. Seminars
provided active learning environment
decision making process seminars to
measure influence of
IPE on nursing and social work
student perception of learning and
ethics.
Derbyshire
& Machin
(5)
1, 2, & 4
Dillon et al.
(6)
1-4
phenomenological study
Classroom based IPE to explore the
perception of recently licensed nurses
regarding experience with
undergraduate IPE. Follow-up in onehour semi-structured interview
mixed method descriptive study
(n= 8) licensed nurses
followed after 6 months of
post-graduate experience
who received an IPE
intervention during their BSN
educational program
Common understanding and importance of
IPE was demonstrated through
experience; full value not recognized until
entering professional practice
(n= 68) pretest; (n=31)
posttest
Nursing students shifted from subservient
to more collaborative.
Mock code scenarios with high fidelity
and debrief to assess perception of
collaborative relationship for nursing
and medical students
Measure usefulness of IPE
simulation as educational strategy.
Gallagher et
al. (7)
1, 2, 4
descriptive study
Participation in preschool screening
program to assess the effect of IPE
clinical experiences regarding the
attitudes and team approach for
physician assistant, pharmacy and
IPE with medicine can increase perception
of autonomous role and encourage
collaborative practice.
Inconsistencies between quantitative and
qualitative findings.
(n= 45) 30 PA, 10 nursing, 5
pharmacy
No modeling of IPE by nursing faculty due
to lack of faculty involvement. Preintervention survey demonstrated a good
understanding of teams and values; felt
able to communicate. Post showed
increased awareness of community
agencies, increase in awareness of skills
Author(s) &
Setting
CCICP
Domains
Design & Intervention
Sample
Major Finding and Implications
to Nursing Education
of other healthcare team members
increase in experience working with other
professionals.
(n= 369), 40 occupational
therapy, 85 medicine, 52
physiotherapy, 192 nursing
students
Demonstrated link between learning styles
and perceived benefit of IPE.
Low collaborative profiles on learning
inventory less satisfied with IPE.
(n= 260) control group and
313 experimental group
including nursing,
occupational therapy,
podiatry, prosthetics and
orthotics, physiotherapy, and
radiography
(n= 29) 16 medical students,
16 nursing students
Significant effect was found on five of the
measured on the RIPLS subscales.
nursing students.
Hylin et al.
(8)
2
qualitative pre/post design
Mandatory clinical IPE course to
determine student evaluations of IPE
in clinical training related to discipline.
McFayden.
(9)
2&4
longitudinal control study’s purpose
Problem-based IPE learning module
to assess the impact of 4 year IPE on
attitude and perceptions
Mitchell et
al. (10)
3&4
mixed method pilot
On-campus DVD tutorials to evaluate
effectiveness of tutorial format for
IPE. Focus on communication with
videotaped discussion for videoprocessing of language and body
locomotion.
Priest et al.
(11)
2&4
mixed method longitudinal
Clinical problem-based case study
group sessions to evaluate change in
attitude over time when engaging in
All groups demonstrated enhanced
learning and understanding of
communication.
Time needed to be built into IPE to
promote teamwork
Medical students focused on role of
medicine while watching DVD.
(n= 21) 11 nursing, 10
clinical psychology
Professional values impacted attendance
at IPE. Attendance was variable, and only
6 of 21 answered per session
Author(s) &
Setting
Resing et al.
(12)
Rose et al.
(13)
CCICP
Domains
1, 2, 3, & 4
2
Design & Intervention
IPE. Interventions occurred in 7
sessions over 2year period of time.
mixed-method
Mock code simulation versus
roundtable case study presentation to
provide understanding of IPE
between nursing and medical
students in traditional education
versus simulation.
Descriptive
Mentoring program for chronic
disease to assess attitudes toward
IPE to compare with normative data
previously reported.
Sample
Major Finding and Implications
to Nursing Education
(n= 68) 48 nursing, 20
medical students.
Respondents were 41
nursing students, 19
medicine
Both interventions demonstrated better
understanding of role in clinical team.
Comparison data between the disciplines.
(n= 411) 90 nursing 214
medicine, 41 occupational
therapy, 39 physical therapy
Medical students had higher understanding
of roles and responsibilities on RIPLS.
Lower nursing student score suggest that
time is needed to prepare professional
identify. Medical students and physical
therapy scored high on autonomy and
competence
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