92 Chapter 6 Figure 6.1: The Self-determination Theory (adapted from Ryan and Deci (2000)) External regulation Introjected regulation Identified regulation Intrinsic regulation Integrated regulation Relatedness Competence Autonomy More external More internal Basic psychological needs Extrinsic motivation Nonregulation Intrinsic motivation Amotivation Participants Undergraduate medical and nursing students were included. The nursing students were in their third year of a four-year educational program, in which classroom education alternates with participation in clinical practice. Three groups of nursing students (maximum 24 students per group) were asked to participate in this study. The nursing students were individually randomly assigned to the intervention or control group. The medical students were starting their first year of the master’s program, which consisted of 3 years of learning by participating in healthcare in a range of disciplines during different clerkships, alternated with a few weeks of classroom-based teaching. Every six weeks a group of maximum nine students started their clerkships at our educational facility. All groups that started between March 2018 and March 2019 were asked to participate in the study and were assigned as a group to the intervention or control group based on their schedule and if that could match with one of the nursing groups. Students had no prior interprofessional education experience. Setting and assignment At the Northwest Clinics in Alkmaar, the Netherlands, students were asked to draw up health care plans for paper-based geriatric patient cases, four times over a oneyear period. The four cases, with an increasing level of difficulty during the year and typical geriatric care problems, were constructed through discussion with different geriatric experts (Teuwen et al., 2020).
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