14 Chapter 1 Second, many IPE-studies investigate the effect of interventions on IPC only with quantitative measures (Berger-Estilita et al., 2020; Fox et al., 2018; Gould et al., 2017). But how this behavioural change in IPC established by an IPE intervention has not yet been investigated. Perceptions and ideas influence behaviour (Beck & Haigh, 2014). Therefore, a behavioural change of students in clinical practice might be the result of a change in students’ perceptions and ideas. More knowledge about the effect of IPE on students’ perceptions through qualitative studies, would help to understand how IPE is effective, and can therefore help to shape powerful IPE-interventions. Third, more studies are needed that focus on a long-term change in collaborative competencies, which is the penultimate aim of IPE (Marion-Martins & Pinho, 2020; McNaughton, 2018; Reeves et al., 2016; Rodrigues da Silva Noll Goncalves et al., 2023; Spaulding et al., 2021). The focus of this dissertation is on investigating the above-mentioned gaps in the literature. This research has been conducted in the context of IPE for undergraduate medical and nursing students. The broad research question was: What is the impact, short-term and long-term, of a small-scale interprofessional education intervention on the interprofessional collaboration skills, perceptions and motivation of nursing and medical students? IPE IN GERIATRIC CARE Since a variety of disciplines are involved in geriatric care, IPE is well-matched with geriatric care education. The combination of IPE and geriatric care education has been studied together in different settings, with different aims (Brown et al., 2018; FloresSandoval et al., 2021; Gruss & Hasnain, 2021; Svensberg et al., 2021; Thompson et al., 2020). A slipstream effect of a geriatric IPE initiative, could be an increase in the number of students that are motivated for working in geriatric care. IPE programs could help motivate students to work with geriatric patients, since students are able to expand their knowledge, and deliberate with each other about geriatric problems (McManus et al., 2017). Only a few studies have investigated if IPE in geriatric care improves students’ motivation for working with older patients. These studies have been conducted without a control group and have given inconclusive results (Basran et al., 2012; McManus et al., 2017; Neils-Strunjas et al., 2020; Washington et al., 2023; Willis et al., 2023). The question whether IPE improves students’ motivation to work with older patients remains unanswered in the literature. In this thesis, we investigate this question.
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