Nurse education today · 2026
Development and evaluation of the IPEConnect model: A quasi-experimental study to enhance interprofessional collaboration among health students.
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Hadi Muhammad, Natashia Dhea, Purwati Nyimas Heni, Irawan Aprianto Guntur, Sismanto Bayu Aji, Rahmania Sarah
Аннотация
BACKGROUND: Effective interprofessional collaboration is essential for optimal patient care, but inadequate training often hinders teamwork and communication among healthcare professionals. Interprofessional Education (IPE) can address this issue by fostering collaborative learning across disciplines. The integration of technology in IPE enhances these outcomes by providing accessible, innovative platforms for learning.
OBJECTIVE: This study aims to develop and evaluate the IPEConnect model, a technology-based IPE approach, designed to improve interprofessional collaboration and care management skills among health students in a university setting.
METHODS: A quasi-experimental, one-group pre-post-test design with repeated measures was used over three months. The study included two phases: application validation and pilot implementation. Competencies in interprofessional collaboration were assessed at three time points using the Maastricht Peer Activity Rating Scale (MPARS) and the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). Facilitators assessed team-based learning activities using the Communication and Teamwork Skills (CATS) instrument. The sample consisted of 30 students (10 nursing, 10 medical, and 10 midwifery students) from Universitas Muhammadiyah Jakarta, divided into 10 groups. Data were analyzed using t-tests and repeated measures ANOVA, with effect sizes calculated using partial eta-squared for repeated measures and Cohen's d for paired comparisons.
RESULTS: The IPEConnect program included six modules, three instructional videos, and five case studies. Repeated measures ANOVA revealed significant improvements in communication (F = 22.702, p < .001, ηp2 = 0.439), collaboration (F = 18.267, p < .001, ηp2 = 0.354), and roles and responsibilities (F = 16.214, p < .001, ηp2 = 0.332). Peer evaluations showed significant growth, with collaborative activities demonstrating a large effect size (F = 30.541, p < .001, ηp2 = 0.522). In self-assessments, communication skills improved from 22.96 (SD = 4.74) to 29.70 (SD = 3.88) (Cohen's d = 1.44). Collaboration increased from 13.56 (SD = 3.29) to 18.16 (SD = 2.11) (Cohen's d = 1.26). Facilitator assessments reflected growth in communication and teamwork skills, with significant improvements in crisis situation scores (t = -3.284, p = .009).
CONCLUSION: The IPEConnect program contributed to improvements in interprofessional collaboration among health students, particularly in communication, collaboration, and roles and responsibilities. While peer and self-assessments indicated substantial gains, some facilitator-assessed domains did not reach statistical significance, suggesting that certain teamwork skills may require extended or more intensive training. Despite these limitations, the findings support the potential of IPEConnect as a technology-enhanced approach for fostering interprofessional education in health professional training.
OBJECTIVE: This study aims to develop and evaluate the IPEConnect model, a technology-based IPE approach, designed to improve interprofessional collaboration and care management skills among health students in a university setting.
METHODS: A quasi-experimental, one-group pre-post-test design with repeated measures was used over three months. The study included two phases: application validation and pilot implementation. Competencies in interprofessional collaboration were assessed at three time points using the Maastricht Peer Activity Rating Scale (MPARS) and the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). Facilitators assessed team-based learning activities using the Communication and Teamwork Skills (CATS) instrument. The sample consisted of 30 students (10 nursing, 10 medical, and 10 midwifery students) from Universitas Muhammadiyah Jakarta, divided into 10 groups. Data were analyzed using t-tests and repeated measures ANOVA, with effect sizes calculated using partial eta-squared for repeated measures and Cohen's d for paired comparisons.
RESULTS: The IPEConnect program included six modules, three instructional videos, and five case studies. Repeated measures ANOVA revealed significant improvements in communication (F = 22.702, p < .001, ηp2 = 0.439), collaboration (F = 18.267, p < .001, ηp2 = 0.354), and roles and responsibilities (F = 16.214, p < .001, ηp2 = 0.332). Peer evaluations showed significant growth, with collaborative activities demonstrating a large effect size (F = 30.541, p < .001, ηp2 = 0.522). In self-assessments, communication skills improved from 22.96 (SD = 4.74) to 29.70 (SD = 3.88) (Cohen's d = 1.44). Collaboration increased from 13.56 (SD = 3.29) to 18.16 (SD = 2.11) (Cohen's d = 1.26). Facilitator assessments reflected growth in communication and teamwork skills, with significant improvements in crisis situation scores (t = -3.284, p = .009).
CONCLUSION: The IPEConnect program contributed to improvements in interprofessional collaboration among health students, particularly in communication, collaboration, and roles and responsibilities. While peer and self-assessments indicated substantial gains, some facilitator-assessed domains did not reach statistical significance, suggesting that certain teamwork skills may require extended or more intensive training. Despite these limitations, the findings support the potential of IPEConnect as a technology-enhanced approach for fostering interprofessional education in health professional training.