Author(s)

Kitty Chan^1*, Frances K. Y. Wong¹, Lap Ki Chan², Fraide A. Ganotice Jr.³

¹School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China.
²School of Biomedical Sciences, The University of Hong Kong, Hong Kong, China.
³Hong Kong Shue Yan University, Hong Kong, China.

Background: Nurses are significant healthcare team members. It is vital to examine their gains in an interprofessional education (IPE). Purpose: We aimed to examine the perceived benefits of interprofessional team-based learning (IPTBL) on the entry level nursing students. Methods: Content analysis was adopted to identify categories in the reflections of the entry-level undergraduate nursing student IPTBL experiences. Results: There were 205 (male = 34) undergraduate nursing students (response rate 82.2%) participating in the present study. In line with the Interprofessional Education Collaborative Report (IPEC) core competencies, four categories were identified: 1) Values/Ethics for Interprofessional Practice, 2) Roles/Responsibilities, 3) Interprofessional Communication, and 4) Teams and Teamwork. A new category emerged—individual learning outcomes. Conclusion: Through IP interactions and the expectation of the IP team, the nursing students had built confidence and defined the nurses’ roles.

Interprofessional, Nursing Education, Communication, Professional Roles, Reflection

Chan, K. , Wong, F. , Chan, L. and Ganotice Jr., F. (2019) Interprofessional Team-Based Learning: A Revealing Process for Cultivating Professional Identity among Nursing Students. Open Journal of Nursing, 9, 249-267. doi: 10.4236/ojn.2019.93025.