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Table. 4.

Table. 4.

Mean Score and Frequency of questionnaire responses

Questionnaire Mean (S.D.) Respondent (n, (%) (n=79)
Total (n=79) Nursing with IPE (n=20) Pharmacy with IPE (n=33) Pharmacy without IPE (n=26) Likert scale score
1 2 3 4 5
Teamwork and Collaboration
1. Learning with other students will make me a more effective 3.8 4.1 3.4 4.0 1 6 19 36 17
member of a health and social care team (0.9) (1.1) (0.8) (0.7) (1.3) (7.6) (24.1) (45.6) (21.5)
2. Patients would ultimately benefit if health and social care 4.2 4.4 4.0 4.3 1 2 7 38 31
students worked together (0.8) (1.1) (0.7) (0.6) (1.3) (2.5) (8.9) (48.1) (39.2)
3. Shared learning with other health and social care students will 4.1 4.4 3.8 4.4 1 2 12 34 30
increase my ability to understand clinical problems (0.9) (1.0) (0.7) (0.8) (1.3) (2.5) (15.2) (43.0) (38.0)
4. Communications skills should be learned with other health and 4.3 4.4 4.2 4.5 0 1 6 38 34
social care students (0.7) (0.8) (0.7) (0.6) 0.0 (1.3) (7.6) (48.1) (43.0)
5. Team-working skills are vital for all health and social care 4.4 4.6 4.3 4.3 0 0 5 39 34
students to learn (0.6) (0.6) (0.6) (0.6) 0.0 0.0 (6.4) (50.0) (43.6)
6. Shared learning will help me to understand my own 3.9 4.1 3.6 4.1 0 7 15 38 19
professional limitations (0.9) (0.9) (0.9) (0.7) 0.0 (8.9) (19.0) (48.1) (24.1)
7. Learning between health and social care students before qualification 3.6 3.9 3.0 4.0 3 15 15 26 20
would improve working relationships after qualification (1.2) (1.3) (1.1) (0.8) (3.8) (19.0) (19.0) (32.9) (25.3)
8. Shared learning will help me think positively about other 3.8 4.1 3.5 4.1 1 8 15 35 20
health and social care professionals (1.0) (1.0) (1.0) (0.7) (1.3) (10.1) (19.0) (44.3) (25.3)
9. For small-group learning to work, students need to respect and 4.6 4.8 4.5 4.5 0 1 2 24 52
trust each other (0.6) (0.4) (0.5) (0.8) 0.0 (1.3) (2.5) (30.4) (65.8)
Negative Professional Identity
10. I don’t want to waste time learning with other health and 2.5 2.5 2.8 2.2 13 30 22 10 4
social care students (1.1) (1.4) (1.0) (0.6) (16.5) (38.0) (27.9) (12.7) (5.1)
11. It is not necessary for undergraduate health and social care 2.7 2.5 2.9 2.6 11 30 15 19 4
students to learn together (1.1) (1.4) (1.1) (0.9) (13.9) (38.0) (19.0) (24.1) (5.1)
12. Clinical problem solving can only be learnt effectively with 2.0 2.0 2.2 1.7 25 38 12 1 3
students from my own school (0.9) (1.2) (1.0) (0.6) (31.7) (48.1) (15.2) (1.3) (3.8)
Positive Professional Identity
13. Shared learning with other health and social care professionals will 3.9 4.2 3.6 4.2 0 6 9 47 17
help me to communicate better with patients and other professionals (0.8) (0.7) (0.9) (0.6) 0.0 (7.6) (11.4) (59.5) (21.5)
14. I would welcome the opportunity to work on small group 3.4 3.7 2.9 3.8 5 15 18 25 16
projects with other health and social care students (1.2) (1.2) (1.2) (1.0) (6.3) (19.0) (22.8) (31.7) (20.3)
15. I would welcome the opportunity to share some generic lectures 3.6 3.9 3.4 3.8 5 8 11 41 14
and tutorials with other health and social care students (1.1) (1.2) (1.2) (0.8) (6.3) (10.1) (13.9) (51.9) (17.7)
16. Shared learning will help me clarify the nature of patients’ or 3.6 4.0 3.1 4.0 3 6 23 32 15
clients’ problems (1) (0.9) (1.1) (0.6) (3.8) (7.6) (29.1) (40.5) (19.0)
Role and Responsibility
17. Shared learning before qualification will help me become a 3.7 3.9 3.4 4.1 3 7 11 45 13
better team worker (0.6) (1.1) (1.1) (0.6) (3.8) (8.9) (13.9) (57.0) (16.5)
18. I am not sure what my professional role will be 1.7 2.0 1.8 1.6 28 44 6 1 0
(0.6) (0.6) (0.7) (0.6) (35.4) (55.7) (7.6) (1.3) 0.0
19. I have to acquire much more knowledge and skill than other 3.5 3.3 3.5 3.7 1 7 32 31 8
students in my own faculty (0.8) (1.0) (0.8) (0.7) (1.3) (8.9) (40.5) (39.2) (10.1)
Yakhak Hoeji 2022;66:269-77 https://doi.org/10.17480/psk.2022.66.5.269
© 2022 Yakhak Hoeji