Introduction: In Malaysia, the concept of Interprofessional Learning is not yet established, however it has begun to develop over the past few years.
Methods: Three scenarios were developed for undergraduate students from medicine, nursing and emergency medicine; Acute Myocardial Infarction (AMI), Chronic Obstructive Pulmonary Disease (COPD) and trauma. The Interprofessional Learning Package (IPLP) adopted scenario - based learning and hybrid simulation; mannequin and simulated patient which focused on patient management. Each session employed experiential, interactive and contextualised sessions. The created learning sessions required the students to work in a small interprofessional team. The IPLP was validated by a panel of experts.
Results: Content analyses were carried out for analysing the strategies that were performed during the development process. Focused group discussion showed that nursing students had positive views towards interprofessional learning. Document analysis on the curriculum showed that there were loopholes where the programmes needed to improve and expose students to interprofessional learning in order to achieve the faculty learning outcomes. Literature review gave an idea on the creating of the scenario and panel experts’ input was also important as it reflected the created scenarios which were common sense and logically designed.
Conclusion: This study managed to developed the Interprofessional Learning (IPL) package with simulation and scenario approached which can encourage students to learn with, from and about other programmes as well as managing a patient as a team.
Introduction: Teaching strategy for nursing students need to be varied for the future preparation and to increase confident level in delivering quality care to patients. Interprofessional learning (IPL) is a way to encourage collaboration among health professional teams that will drive them to collaborate with, from and about other profession and thus, it allow students to have greater knowledge. Currently, they are unable to learn together during the clinical posting due to professional boundaries. Objective: To explore nursing student knowledge and perception on interprofessional learning. Method: This paper presents a focus group discussion with a group of nursing students (n= 8). A semi structured guide was used and focused on knowledge, experiences and benefit related to IPL. Result: Data was analysed and four major themes emerged; 1. learning with, from and about other health professionals, 2. communication skills, 3. teamwork and 4. future preparation. Conclusion: This study suggested that the interprofessional learning in the teaching and learning strategy should be introduced to the nursing students as to involve them with interprofessional learning and extend their understanding on other health professionals roles. In addition, it is an opportunity for them to work collaboratively with other health professionals.