A 123 Appendix Validation of the scoring part of the treatment plan was not achieved and thus needs further research. In Chapter 3, the content of the health care plans of the students in the IPE sessions was analyzed. The differences between those health care plans and the health care plans of students in the UPE setting was examined. All health care plans were assessed by comparing them with the validated health care plan from chapter 2. A score ratio, proportion of correct items, was calculated. The IPE health care plans had significantly higher score ratios than the UPE health care plans, which means that the IPE health care plans consisted of more correct items than the UPE health care plans. Most differences were found in the sub-categories medication, nursing actions and aftercare. Specific items within these categories were more frequently mentioned/described in the IPE-group than in the UPE-group, for example delirium interventions and consultation with a transfer nurse. This study gave insight into which health care actions are more often produced by interprofessional couples in IPE than by students in UPE. Awareness of these items in clinical practice could make a difference in the quality of care for older patients. Chapter 4 describes the influence of the IPE-sessions on the students’ perceptions of interprofessional collaboration in clinical practice. This was a qualitative study using semi-structured interviews. Social capital theory was used as the theoretical lens and thematic analysis was conducted. Students reported experiencing: 1) exchange of discipline specific knowledge, 2) general knowledge about each other’s responsibilities, 3) reduction of hierarchy, and 4) improvement in patient care. The first two themes reflect bridging social capital, since students experience that the other student is from a different group. The third theme reflects linking social capital, since students experience a difference in (social) status. The fourth theme most explicitly reflects ‘getting ahead’ or doing better, what is referred to as an effect of increased social capital. Thus, this study reported how increased social capital of undergraduate students after IPE-sessions in a classroom setting influenced the way they conceptualised and experienced interprofessional collaboration in clinical practice. In Chapter 5, through a quantitative study, the influence of the IPE sessions with geriatric cases on students’ interest in treating older people was investigated. In both the IPE and the UPE groups, no significant change was found. The before-interest score of the IPE group was relatively high (3.8) so the non-significant change in that group may be due to a ceiling effect. Nursing students’ interest in treating older people at the start of the research was higher than medical students’ interest.
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