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BACKGROUND: Interprofessional education is a growing field of knowledge that promotes collaborative competencies among healthcare professionals within a South African context. Occupational therapists and nurses work together to enhance patient care. However, little is known about nursing students' awareness of occupational therapyAIM: The study assessed the level of awareness and general knowledge of nursing students regarding the occupational therapy profession as part of interprofessional collaborative practiceMETHODS: A quantitative, descriptive cross-sectional survey design was conducted using a paper-based self-administered questionnaire with nursing students recruited from the Western Cape, Gauteng, and Mpumalanga provinces. The Statistical Package Social Sciences was used for quantitative analysis and content analysis was used for the qualitative commentsRESULTS: A response rate of 90.60% (n=299) was achieved. Of the respondents, 87.5% (n=262) were aware of occupational therapy, while more than half 57.5% (n=172) indicated that they know an occupational therapist. The findings showed that interprofessional education provided the respondents with opportunities to learn and collaborate with other students. Two-thirds of the respondents, 66.9% (n=200) indicated that they never engaged in an interprofessional module during their trainingCONCLUSION: Nursing students who had been exposed to interprofessional education had substantial general knowledge that occupational therapists collaborate with other professionals to improve the quality of life using activities as part of the interventions

ABT Randita,1 W Widyandana,2 M Claramita2 1Medical Education Unit, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, Indonesia; 2Department of Medical, Health Professions Education, and Bioethics, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, IndonesiaCorrespondence: ABT RanditaMedical Education Unit, Faculty of Medicine, Universitas Sebelas Maret, Jl. Ir Sutami No. 36 A Kentingan, Surakarta, Central Java 57126, IndonesiaTel +62 8 222 667 4919Email boy.timor@staff.uns.ac.idBackground: The skills of interprofessional teamwork, such as collaboration, team management, and interprofessional communication skills, should be embedded in the early stages of health profession education. In Indonesia, medical doctors and midwives have important roles and often work closely to partnership within the primary health care settings. Therefore, both medical students and midwifery students should have an interprofessional education training together during their professional education, using a community-based learning approach.Purpose: This study aimed to investigate the effect of a community-based interprofessional educational learning on collaborative competencies (communication, collaboration, roles and responsibilities, collaborative patient-centered approach, the team functioning, and conflict management).Method: Pre-experimental study with one group pre- and post-test design in 15 medical students and 19 midwifery students were involved in the community-based IPE (IPE-COM) course, later divided into nine groups. Data were collected by direct observations of supervisors using Interprofessional Collaborator Assessment Rubric (ICAR) instrument.Results: The finding showed significant increase in IPE competencies before and after the 4-week course. IPE community-based learning had the strongest effect on the team’s functioning competence, while collaborative patient-centered approach competence had a moderate effect.Conclusion: IPE community-based learning had positive impact with increasing collaborative competencies for both medical and midwifery students.Keywords: interprofessional education, community-based learning, medical and midwifery students, interprofessional competencies

This paper considers the development, delivery and implications of interprofessional education (IPE) using a 4-dimensional curriculum development framework. This framework involves: considering curricula for the education of the workforce of the twenty-first century and the rationale for IPE; defining learning outcomes taking into account national and professional accreditation standards; learning activities and assessment; and institutional support.