124 Appendix The differences between nursing and medical students’ interest in geriatrics must be taken into consideration while conducting future research. In Chapter 6, the effect of the IPE intervention on motivation for interprofessional collaboration and interprofessional collaborative skills of the students one year after the intervention was investigated through a quantitative study. The association between motivation and collaborative skills in this context was also studied. Selfdetermination Theory was used as the theoretical framework. Autonomous and controlled motivation scores for interprofessional collaboration were calculated before (T1), directly after (T2) and one year post-intervention (T3). At T3, the students also filled out a questionnaire which measured the perceived attainment of collaborative competencies. Autonomous motivation for interprofessional collaboration was significantly associated with interprofessional collaborative skills at T3. The more motivated nursing and medical students are to collaborate interprofessionally, the more competent they were at those skills. This is in line with Self-determination Theory. Also, among students in the interprofessional group, the interprofessional collaborative competencies had grown more than in the uniprofessional group. Lastly in this study, there was no significant increase in IPE students’ autonomous motivation after the IPE intervention, despite an adequate sample size. However, with a mean score of 4.0 at T3, the IPE-students in our study were still considered as autonomously motivated to collaborate interprofessionally, but maybe the intervention was not able to increase this motivation. The nursing students seemed to be more motivated to collaborate interprofessionally. The last chapter contains a general discussion of this thesis. With this dissertation, we can conclude that a small IPE-intervention can affect students’ perceptions as well as collaborative skills on the short-term as well as on the long-term. The effects on students’ perceptions and collaborative skills in Chapters 3, 4 and 6 relate to Kirkpatrick’s level 2, a change in attitudes and knowledge or skills. Our findings regarding the positive long-term effect of our IPE intervention, contribute to the literature on IPE effectiveness. The research in this dissertation has some strengths and limitations. The important strengths are the repetitive IPE sessions with validated cases, the use of a control group, the mixed methods used and the one-year follow-up design. The most important limitations are the small group sample size and differences in the sizes of nursing and medical student groups and the use of self-report instruments. The intervention used in this dissertation fulfills goals described by the competencies of the Interprofessional Education Collaborative (IPEC). Implications are discussed
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