Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration – a qualitative study

Table 1 Enablers and barriers of IPE for medical and nursing students

Enablers
Development and promotion of interprofessional thinking and acting patient centered care Acquisition of shared knowledge Promotion of information and knowledge exchange Promotion of mutual understanding mutual acceptance respect for each other reduction of hierarchies Prerequisites for successful IPC specific skills and knowledge communication specific roles and tasks of medical and nursing profession ability to put oneself in the other profession’s perspective
Barriers
Standardization of learning content levels Different levels of knowledge Chronological harmonization of medical and nursing curricula Organization of IPE lectures personal resources time resources financial resources Low mutual respect between medical and nursing students and resulting limited willingness for IPE Low appreciation of medical students towards nursing students Capacity-legal issues^a

^a In Germany, the number of medical students, that a University hast to accept, is determined by a formula that contains the faculty’s total teaching hours and class sizes. As a consequence, any engagement of faculty members in additional teaching formats provides an argument for additional medical students to enforce their acceptance legally

ISSN: 1472-6955