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Ebrahim Khalilfam Y, Radfar M, Orujlu S. The Relationship Between Readiness for Interprofessional Learning and General Self-Efficacy in Nursing Students. Iranian Journal of Medical Education 2026; 26 :42-52
URL: http://ijme.mui.ac.ir/article-1-5928-en.html
URL: http://ijme.mui.ac.ir/article-1-5928-en.html
Department of Medical Surgical Nursing, School of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran. , samira_orojlo@yahoo.com
Abstract: (8 Views)
Introduction: Interprofessional Education (IPE) is recognized as a key strategy for preparing healthcare students to engage in collaborative work and deliver patient-centered care. Self-efficacy, functioning as a critical psychological variable, plays a major role in an individual's performance and their ability to adapt to new educational challenges. Despite its importance, studies specifically investigating the role of general self-efficacy in the context of shared learning remain limited. General self-efficacy can serve as the psychological foundation for interprofessional interactions. Accordingly, this study endeavored to determine the relationship between readiness for interprofessional learning and general self-efficacy among undergraduate nursing students at Urmia University of Medical Sciences.
Methods: This descriptive-correlational, cross-sectional study was conducted in the academic year 2025. The statistical population comprised all undergraduate nursing students at the Faculty of Nursing and Midwifery. A total of 215 students were recruited using a census sampling method. Data were collected using a three-part self-administered instrument. The first section was a demographic information questionnaire. The second section utilized the Readiness for Interprofessional Learning Scale, a standard tool designed to assess students' attitudes toward collaborative education. The third section employed Sherer’s General Self-Efficacy Scale to evaluate the students' overall self-efficacy beliefs. To analyze the data, both descriptive statistics and inferential tests were utilized, including Pearson and Spearman correlation coefficients, independent t-test, Analysis of Variance (ANOVA), Mann-Whitney U, and Kruskal-Wallis tests, with the significance level set at p < 0.05.
Results: The mean (standard deviation) of the total score for readiness for interprofessional learning was calculated at 73.61 (9.96) out of a maximum possible score of 95. The mean score for general self-efficacy was 64.01 (10.84) out of a maximum of 85. The Spearman correlation test revealed a positive and statistically significant relationship between readiness for interprofessional learning and general self-efficacy (r = 0.453, p < 0.001). Besides, the findings indicated significant differences based on academic year and employment history; second-year students and individuals without a history of clinical employment had significantly higher readiness and self-efficacy scores compared to fourth-year students and those with clinical employment experience (p < 0.05). Additionally, a weak, yet statistically significant, inverse relationship was observed between the students' age and their readiness for interprofessional learning (r = -0.152, p = 0.026).
Conclusion: The findings demonstrate a direct correlation between general self-efficacy beliefs and students' willingness to engage in interprofessional learning. However, the observation of lower levels of these indicators during the final years of study and among students with prior clinical work experience serves as a critical warning for the educational system. It highlights that mere presence in clinical settings, devoid of structured and guided interprofessional education, is ineffective in fostering teamwork competencies. Therefore, the design and implementation of continuous educational interventions, such as clinical simulations, along with providing targeted support for final-year students, appear essential to enhance interprofessional skills and adequately prepare them for future collaborative practice.
Methods: This descriptive-correlational, cross-sectional study was conducted in the academic year 2025. The statistical population comprised all undergraduate nursing students at the Faculty of Nursing and Midwifery. A total of 215 students were recruited using a census sampling method. Data were collected using a three-part self-administered instrument. The first section was a demographic information questionnaire. The second section utilized the Readiness for Interprofessional Learning Scale, a standard tool designed to assess students' attitudes toward collaborative education. The third section employed Sherer’s General Self-Efficacy Scale to evaluate the students' overall self-efficacy beliefs. To analyze the data, both descriptive statistics and inferential tests were utilized, including Pearson and Spearman correlation coefficients, independent t-test, Analysis of Variance (ANOVA), Mann-Whitney U, and Kruskal-Wallis tests, with the significance level set at p < 0.05.
Results: The mean (standard deviation) of the total score for readiness for interprofessional learning was calculated at 73.61 (9.96) out of a maximum possible score of 95. The mean score for general self-efficacy was 64.01 (10.84) out of a maximum of 85. The Spearman correlation test revealed a positive and statistically significant relationship between readiness for interprofessional learning and general self-efficacy (r = 0.453, p < 0.001). Besides, the findings indicated significant differences based on academic year and employment history; second-year students and individuals without a history of clinical employment had significantly higher readiness and self-efficacy scores compared to fourth-year students and those with clinical employment experience (p < 0.05). Additionally, a weak, yet statistically significant, inverse relationship was observed between the students' age and their readiness for interprofessional learning (r = -0.152, p = 0.026).
Conclusion: The findings demonstrate a direct correlation between general self-efficacy beliefs and students' willingness to engage in interprofessional learning. However, the observation of lower levels of these indicators during the final years of study and among students with prior clinical work experience serves as a critical warning for the educational system. It highlights that mere presence in clinical settings, devoid of structured and guided interprofessional education, is ineffective in fostering teamwork competencies. Therefore, the design and implementation of continuous educational interventions, such as clinical simulations, along with providing targeted support for final-year students, appear essential to enhance interprofessional skills and adequately prepare them for future collaborative practice.
Keywords: Readiness for Interprofessional Learning, General Self-Efficacy, Nursing Students, Interprofessional Education
Type of Study: Original research article |
Subject:
Communication Skills Education
Received: 2025/11/27 | Accepted: 2026/04/21 | Published: 2026/04/30 | ePublished: 2026/04/30
Received: 2025/11/27 | Accepted: 2026/04/21 | Published: 2026/04/30 | ePublished: 2026/04/30
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