Prihartini Widiyanti (2022) Acceptance of interprofessional education (IPE) for educators at health-based faculty universitas nahdlatul ulama Surabaya. Bali Medical Journal (Bali MedJ), 11 (3). pp. 1121-1125. ISSN P-ISSN.2089-1180

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Abstract

Introduction: Health professionals as key players in the health effort, who must prepare to face the ‘triple burden’ of challenges such as the current pandemic COVID-19. Closely related to interprofessional education is the realization of a workforce that is prepared through independent learning to face change, social order, culture, labor needs and technological advances. The purpose of this study was to assess acceptance of interprofessional education among health-based undergraduate educators. Methods: Cross-sectional study design. Respondents are 45 educators from 141 educators from the Public Health, Nutrition, Nursing, Medicine, Midwifery, Occupational Health and Safety, and Medical Laboratory Technology Study Program. The instrument is a questionnaire that refers to the Interdisciplinary Education Perception Scale (IEPS) in the form of multiple-choice questions and the results are analyzed descriptively. Results: The result of the study is respondents agree that educators need to work with other professions through interprofessional education is 62,2%. Respondents that said about individuals in their profession are very positive about their contributions and achievements are 71,1%. 68.9% of respondents trust each other’s professional judgment. There are 40% of respondents who do not agree with the assumption that their status profession is looked higher than other professions. 64,4% of respondents understand that they need to make every effort to understand the capabilities and contributions of other professions. Conclusion: The results of this study indicate that educators’ perceptions of IPE can provide an understanding of the need for collaboration and a better attitude in teamwork through interdisciplinary education. Further research is needed to explore other factors that may influence specific perceptions among educators.

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