98 Chapter 6 groups. The mean pre and mean post scores of the ICCAS did not differ between the UPE and IPE groups. The difference between the pre and post score was significantly different between the UPE and IPE groups, with an moderate effect size (Cohen’s D: 0.588). Educational level (nursing vs medical), gender and age were not associated with differences in ICCAS scores between the groups. Table 6.4 depicts these results. Table 6.4: Comparison of student characteristics at T3 and ICCAS scores of the UPE and IPE groups UPE (n=32) IPE (n=27) Sig. p= Nursing students n(%) 12 (38%) 17 (63%) 0.069 Female n(%) 30 (94%) 20 (74%) 0.066 Age, years (±sd) 22 (±2.9) 20.5 (±2.8) 0.046* Mean pre, mean (±sd) 5.1 (±1.1) 4.8 (±1.0) 0.190 Mean post, mean (±sd) 5.8 (±0.8) 6.0 (±0.7) 0.296 Mean difference, mean (±sd) 0.7 (±0.9) 1.3 (±1.1) 0.028* *p<0.05 ICCAS: Likert 1-7 % Nursing students, % Female: Fisher’s exact Age, Mean pre, Mean post, Mean difference: Independent samples T-test Association SRQ-A and ICCAS The regression analysis showed a statistically significant association between the postscore at the ICCAS and autonomous motivation at T3 (R2=0.247, F=19,073, p<0.001). The fitted regression model was: y=3.56+0.611x (p<0.001). A higher autonomous motivation for interprofessional collaboration at T3 (predictor) was associated with a higher post-score at the ICCAS (dependent variable). DISCUSSION In this study we looked at the effect of IPE on motivation for interprofessional collaboration and interprofessional collaborative skills of undergraduate nursing and medical students one year after the intervention. We also studied the association between motivation and collaborative skills in this context. We found a significant relationship between interprofessional collaborative skills and autonomous motivation for interprofessional collaboration at T3. The more motivated nursing and medical students are to collaborate interprofessionally, the more competent they are at those skills. This is in line with the Self-determination Theory, in which autonomous motivation is associated with more sustained change and better performance (Ryan & Deci, 2000). This finding implicates that stimulating the autonomous motivation of students to collaborate interprofessionally, will result in better interprofessional
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