Table 1 Data extraction table

Homeyer et al., [1]

Mecklenburg-Western Pomerania

To explore, how IPE has to be designed and implemented in medical and nursing training programs to optimise students’ impact for IPC

Qualitative; Delphi method

Expert opinion and content-endorsed categories

25 experts, defined as individuals (a) able to answer every research question, (b) interdisciplinary, (c) sustainable, and (d) appropriate status

The experts found more enablers than barriers for IPE between medical and nursing students

Gonzalez-Pascual et al., [23]

To describe and analyse the use of a station within an OSCE to assess interprofessional competence performance in undergraduate nursing students

Quantitative; Cross-sectional study

Interprofessional Collaborator Assessment Rubric

Second year nursing students (n = 86)

Most students have demonstrated interprofessional competence performance at a good level

Spain

Schmidt et al., [24]

To investigate, if the interprofessional team-training of champions can be successfully transferred into clinical practice

Quantitative; pre-post design with one measurement before interprofessional team-trainings, and the second measurement six months after completion of the trainings

German version of the Hospital Survey on Patient Safety Culture

Volunteer Clinicians (n = 179)

Participation in the IPE training sessions played a variably relevant role in the communication practices

Germany

Goulding et al., [25]

Canada

To examine the perceived changes in Bachelor of Science in Nursing (BScN) students and MLSc students’ attitudes toward interprofessional collaboration following a simulation-based interprofessional education (Sim-IPE) activity

Mixed Methods

Simulation Effectiveness Tool–Modified, and Debriefing transcripts

Student volunteers (n = 17)

The results demonstrated that students enjoyed learning together and valued interprofessional education

Wong et al., [18]

America

To describe the lived experience of staff members caring for this population to provide a broad perspective of Emergency Department patient violence

Qualitative; phenomenologic approach

Themes identified from focus groups and individual interviews

Volunteer Healthcare Workers (n = 31)

Identification of issues that coalesced into four tiers of healthcare delivery at the individual, team, environment, and system levels

Maranon and Pera [26]

To understand how nursing students at the end of their nursing education view nursing autonomy

Qualitative

Themes identified from focus groups

Third year nursing students (n = 23)

The study findings reveal confusion about nursing autonomy in people who will soon be professionals, and they suggest a problem in the definition of the profession

Spain

Manspeaker et al., [27]

To expose and teach healthcare students about Interprofessional Education (IPE)

Mixed Methods; Retrospective, pre-test post-test

Readiness for Interprofessional Learning Scale scores, and identified categories

Healthcare students (n = 12)

Results of this study reveal that undergraduate students enrolled in various healthcare professions demonstrated change in their overall attitudes toward interprofessional learning, and further appreciation for teamwork, learning, and differing healthcare practices between Australia and the United States following a SA programme

America

Spaulding et al., [28]

To assess the impact of IPE on outcomes related to health-care pre-licensure learners and professionals, including changes in attitudes/perceptions; acquisition of knowledge regarding other disciplines’ roles and development of collaborative skills; and change in collaborative behaviour

Systematic review

Narrative

19 published articles

All of the studies assessed modifications in attitudes and perceptions (Barr et al. level 2a), 63% of the studies assessed acquisition of knowledge and skills (Barr et al. level 2b), and 37% of the studies assessed behavioral change. A variety of study designs (e.g., quasi-experimental, mixed methods, and controlled longitudinal) with a comparison group in some studies (Dacey et al., 2010; Darlow et al., 2015; McCaffrey et al., 2013; McFadyen et al., 2010; Pullon et al., 2016), a wide array of settings (e.g., classroom, online, simulation, and clinical), and generally large sample sizes were notable

America