A 125 Appendix to optimize the intervention and meet the other learning goals, for example a debriefing in which students can reflect on the communication process. Further research questions are also suggested such as how interprofessional collaborations skills develop after graduation, after receiving IPE during undergraduate education. CONCLUSION The findings of this thesis help to understand the underlying mechanisms of interprofessional learning of undergraduate nursing and medical students, and could help to shape more powerful IPE interventions.
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