Objective  To investigate the interprofessional cooperative learning status and its influencing factors of graduate students in traditional Chinese medicine colleges to provide reference for their interprofessional learning education.

Methods  Between July and October 2023, graduate students of traditional Chinese medicine colleges were investigated and analyzed with the general information questionnaire, the Readiness for Interprofessional Learning Scale and the Sense of Professional Mission Scale. Independent sample t test or one-way analysis of variance were used to explore the differences in the scores of readiness for interprofessional collaborative learning. Pearson correlation analysis was used to explore the correlation between the readiness for interprofessional collaborative learning and the sense of professional mission. Multiple linear regression analysis was used to identify the influencing factors of the readiness for interprofessional collaborative learning.

Results  A total of 160 graduate students were included. The total score of interprofessional cooperative learning readiness of graduate students in traditional Chinese medicine colleges was (72.54±6.51), and the total score of the sense of professional mission was (38.99±5.69). The residence registration locations, satisfaction with the current major, cognition of the social status of the medical profession and sense of professional mission were the influencing factors of the interprofessional cooperative learning readiness of the graduate students in traditional Chinese medicine colleges (P<0.05).

Conclusion  The graduate students in traditional Chinese medicine colleges have a good attitude towards interprofessional cooperative learning. Medical educators should pay attention to the importance of interprofessional learning education, carry out targeted vocational education according to the influencing factors, and stimulate the internal learning motivation of graduate students in Chinese medicine colleges to improve their interprofessional learning ability.

1.安冉, 王诗源, 尹永田, 等. 新医科背景下护理学专业本科新生导学模式发展现状与思考[J]. 护理研究, 2024, 38(2): 299-304. [An R, Wang SY, Yin YT, et al. Development status quo and thinking of orientation pattern of undergraduate nursing freshmen under the background of new medical science[J]. Chinese Nursing Research, 2024, 38(2): 299-304.] DOI: 10.12102/j.issn.1009-6493.2024.02.017.

2.Horsley TL, Reed T, Muccino K, et al. Developing a foundation for interprofessional education within nursing and medical curricula[J]. Nurse Educ, 2016, 41(5): 234-238. DOI: 10.1097/NNE.0000000000000255.

3.Brewer ML, Barr H. Interprofessional education and practice guide no. 8: team-based interprofessional practice placements[J]. J Interprof Care, 2016, 30(6): 747-753. DOI: 10.1080/13561820.2016.1220930.

4.Bridges DR, Davidson RA, Odegard PS, et al. Interprofessional collaboration: three best practice models of interprofessional education[J]. Med Educ Online, 2011, 8: 16. DOI: 10.3402/meo.v16i0.6035.

5.田雨同, 张艳, 王荣华, 等. 护理学研究生跨专业学习态度调查及影响因素分析[J]. 军事护理, 2019, 36(3): 6-10. [Tian YT, Zhang Y, Wang RH, et al. Nursing graduate students' attitude of interprofessional learning and its influencing factors[J]. Military Nursing, 2019, 36(3): 6-10.] DOI: 10.3969/j.issn.1008-9993.2019.03.002.

6.赵培培, 雷云霄, 段真真, 等. 跨专业合作模拟教学在内科护理学实验教学中的应用[J]. 护士进修杂志, 2021, 36(18): 1633-1637, 1644. [Zhao PP, Lei YX, Duan ZZ, et al. The application of interprofessional cooperative simulation teaching in the experimental teaching of internal medicine nursing[J]. Journal of Nurses Training, 2021, 36(18): 1633-1637, 1644.] DOI: 10.16821/j.cnki.hsjx.2021.18.001.

7.Granheim BM, Shaw JM, Mansah M. The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: an integrative review of the literature[J]. Nurse Educ Today, 2018, 62: 118-127. DOI: 10.1016/j.nedt.2017.12.021.

8.Paris DM, Guest H, Winckler D, et al. Collaboration in medicine: the role of interprofessional education[J]. J Evid Based Soc Work (2019), 2021, 18(5): 527-533. DOI: 10.1080/ 26408066.2021.1919273.

9.安冉, 李少杰, 尹永田, 等. 济南市某高校护理本科生跨专业合作学习准备度与坚韧人格的相关性研究[J]. 职业与健康, 2023, 39(3): 395-399. [An R, Li SJ, Yin YT, et al. Study on correlation between readiness for inter-professional collaborative learning and hardiness personality of nursing undergraduates in a university in Jinan city[J]. Occupation and Health, 2023, 39(3): 395-399.] DOI: 10.13329/j.cnki.zyyjk.2023.0072.

10.张艳, 李月娥, 牟华, 等. 湖南省928名本科护生跨专业合作学习准备度现状及影响因素研究[J]. 护理学报, 2020, 27(18): 11-14. [Zhang Y, Li YE, Mou H, et al. The current status and influencing factors of interprofessional learning readiness among 928 undergraduate nursing students in Hunan province[J]. Journal of Nursing, 2020, 27(18): 11-14.] DOI: 10.16460/j.issn1008-9969.2020.18.011.

11.孙柳, 王艳玲, 肖倩, 等. 北京市三级甲等医院临床护士跨专业合作学习准备度和感知度的调查分析[J]. 中华护理杂志, 2019, 54(3): 417-421. [Sun L, Wang YL, Xiao Q, et al. Investigation on readiness and perception of interprofessional learning for nurses from tertiary hospitals in Beijing[J]. Chinese Journal of Nursing, 2019, 54(3): 417-421.] DOI: 10.3761/j.issn.0254-1769.2019.03.018.

12.Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS)[J]. Med Educ, 1999, 33(2): 95-100. DOI: 10.1046/j.1365-2923.1999.00298.x.

13.王喜益, 胡韵. 跨专业合作学习准备量表的信效度研究 [J]. 军事护理, 2017, 34(2): 23-26, 47. [Wang XY, Hu Y. Study of the reliability and validity of the readiness of inter-professional learning scale[J]. Military Nursing, 2017, 34(2): 23-26, 47.] DOI: 10.3969/j.issn.1008-9993.2017.02.005.

14.苑淑平, 张敏, 杜修燕, 等. 护理学在职硕士研究生跨专业学习态度现状调查及影响因素分析[J]. 滨州医学院学报, 2020, 43(1): 68-71. [Yuan SP, Zhang M, Du XY, et al. Investigation on the current situation of cross-specialty learning attitude of on-the-job postgraduate students in nursing and analysis of influencing factors[J]. Journal of Binzhou Medical University, 2020, 43(1): 68-71.] DOI: 10.19739/j.cnki.issn1001-9510.2020.01.019.

15.张春雨. 职业使命感: 结构、测量及其与幸福的联系[D]. 重庆: 西南大学, 2015. [Zhang CY. A study of career as a calling in China: structure, assessment, and its relation to well-being[D]. Chongqing: Southwest University, 2015.] https://d.wanfangdata.com.cn/thesis/ChhUaGVzaXNOZXdTMjAyNDA5MjAxNTE3MjUSCFkyODc2NDM2GghyaGJmYXdidQ%3D%3D

16.Dobrow SR, Tosti-Kharas J. Calling: the development of a scale measure[J]. Personnel Psychology, 2011, 64(4): 1001-1049. DOI: 10.1111/j.1744-6570.2011.01234.x.

17.胡菲菲, 黄明莉, 曲光瑾. 论医学生学习动机、职业使命感、学习倦怠三者间的相互关系及影响机制[J]. 黑龙江教育(高教研究与评估), 2024, (12): 31-34. [Hu FF, Huang ML, Qu GJ. The influence of medical students'  learning motivation on learning burnout:the mediating role of career mission sense[J]. Heilongjiang Education (Research and Evaluation of Higher Education), 2024, (12): 31-34.] https://kns.cnki.net/kcms2/article/abstract?v=u3gpgSR0TKes-T531Ukoe21WTeMEWKmqw4hQgCQAAckEtg5QHrHtNBzM8BZ1lFNQAZkpoRKXjqR7HDUi5Dw-lFuglZURQoPpRdwf6x5pRIXeCYBaViBwEaLRgpK0cEAKXeUETySJqQF6396XWfbicN7RarFg45g8CN3r6xq-jjaiWW8YDx6BfI9lK-8nJ4zy&uniplatform=NZKPT&language=CHS

18.Milutinović D, Lovrić R, Simin D. Interprofessional education and collaborative practice: psychometric analysis of the readiness for interprofessional learning scale in undergraduate Serbian healthcare student context[J]. Nurse Educ Today, 2018, 65: 74-80. DOI: 10.1016/j.nedt.2018.03.002.

19.李阳. 高等医学院校医学生跨专业学习态度及影响因素研究 [D]. 沈阳: 中国医科大学, 2020. [Li Y. A study on the attitudes of interprofessional education learning and its influencing factors of medical students[D]. Shenyang: China Medical University, 2020.] DOI: 10.27652/d.cnki.gzyku.2020.000382.

20.热孜万古丽·艾尼瓦, 车雅洁, 颜萍. 医学类专业本科生跨专业合作学习准备度与评判性思维能力现状及相关性研究 [J]. 卫生职业教育, 2023, 41(12): 28-31. [Reziwanguli  ANW, Che YJ, Yan P. Study on the preparedness and critical thinking ability of undergraduate students in medical majors in cross-major collaborative learning and relevant factors[J]. Health Vocational Education, 2023, 41(12): 28-31.] DOI: 10.20037/j.issn.1671-1246.2023.12.09.

21.张赣, 刘思颖, 谢小舒, 等. 急诊科护士跨专业学习准备度现状及影响因素分析[J]. 护理管理杂志, 2021, 21(9): 644-649. [Zhang G, Liu SY, Xie XS, et al. Analysis of the status and influencing factors of nurses' readiness for interprofessional learning the readiness of nurses in emergency department[J]. Journal of Nursing Administration, 2021, 21(9): 644-649.] DOI: 10.3969/j.issn.1671-315x.2021.09.008.

22.鲁美苏, 郭晓丽, 伦冰, 等. 规范化培训护士跨专业合作学习准备度现状及影响因素[J]. 护理学杂志, 2022, 37(10): 54-57. [Lu MS, Guo XL, Lun B, et al. Readiness of interprofessional learning and its influencing factors among standardized training nurses[J]. Journal of Nursing Science, 2022, 37(10): 54-57.] DOI: 10.3870/j.issn.1001-4152.2022.10.054.

23.Lestari E, Stalmeijer RE, Widyandana D, et al. Understanding students' readiness for interprofessional learning in an Asian context: a mixed-methods study[J]. BMC Med Educ, 2016, 16: 179. DOI: 10.1186/s12909-016-0704-3.

24.Ziedelis A. Perceived calling and work engagement among nurses[J]. West J Nurs Res, 2019, 41(6): 816-833. DOI: 10.1177/0193945918767631.

25.余燕, 刘双. 医学生职业使命感与学习适应性的关系研究 [J]. 福建医科大学学报(社会科学版), 2021, 22(6): 35-38, 55. [Yu Y, Liu S. The relationship between professional calling and learning adaptability of medical students[J]. Journal of Fujian Medical University (Social Science Edition), 2021, 22(6): 35-38, 55.] https://d.wanfangdata.com.cn/periodical/fjykdxxb-shkx202106008

26.余燕, 林少炜, 苏萍, 等. 医学生职业使命感对学业成绩的影响机制——学习行为的中介效应[J]. 中国高等医学教育, 2022(8): 45-47. [Yu Y, Lin SW, Su P, et al. The mechanism of the influence of medical students' vocational calling on academic performance-the mediating effect of learning behavior[J]. China Higher Medical Education, 2022(8): 45-47.] DOI: 10.3969/j.issn.1002-1701.2022.08.021.

27.余燕, 苏萍, 吴恒威, 等. 新冠肺炎疫情视域下医学生职业使命感与学习行为的调查研究[J]. 中国高等医学教育, 2021, (12): 34-35. [Yu Y, Su P, Wu HW, et al. A survey study on the impact of COVID-19 pandemic on medical students' vocational calling and learning behavior[J]. China Higher Medical Education, 2021(12): 34-35.] DOI: 10.3969/j.issn.1002-1701.2021.12.016.

28.薛芳, 赵静, 段缓. 本科护生职业使命感与学业投入的关系: 积极心理资本中介作用[J]. 齐齐哈尔医学院学报, 2020, 41(18): 2339-2341. [Xue F, Zhao J, Duan H. The relationship between professional sense of mission and academic engagement in nursing undergraduates: the intermediary function of positive psychological capital[J]. Journal of Qiqihar University of Medicine, 2020, 41(18): 2339-2341.] DOI: 10.3969/j.issn.1002-1256.2020.18.038.

29.李富业, 林昕, 刘涛. 地方医学院校大学生学习投入的调查分析[J]. 中国高等医学教育, 2019, (5): 55-56. [Li  FY, Lin X, Liu  T. A survey and analysis of college students' learning engagement in local medical colleges[J]. China Higher Medical Education, 2019, (5): 55-56.] DOI: 10.3969/j.issn.1002-1701.2019.05.026.

30.刘路. 高职医学生深度学习的差异性比较[J]. 金华职业技术学院学报, 2020, 20(3): 52-57. [Liu L. Comparison of differences in deep learning of medical students in higher vocational colleges[J]. Journal of Jinhua Polytechnic, 2020, 20(3): 52-57.] DOI: 10.3969/j.issn.1671-3699.2020.03.011.

31.石嫣, 卢悦, 平卫伟, 等. 长治市某医学院校预防医学生学习投入、学习动机及专业满意度的关系[J]. 医学与社会, 2020, 33(10): 112-115. [Shi Y, Lu Y, Ping WW, et al. Analysis of the relationship between learning engagement, learning motivation and professional satisfaction of preventive medicine undergraduates in a medical college of Changzhi[J]. Medicine and Society, 2020, 33(10): 112-115.] DOI: 10.13723/j.yxysh.2020.10.023.

32.谢琴红, 覃晓龙, 郑华, 等. 定向医学生职业价值观对学习投入的影响机制: 以专业认同感为中介[J]. 中国卫生事业管理, 2019, 36(3): 208-210. [Xie QH, Qin XL, Zheng H, et al. Study on the mechanism of occupational value's influence on learning engagement of rural-oriented medical students mediated by specialty identity[J]. Chinese Health Services Management, 2019, 36(3): 208-210.] DOI: CNKI:SUN:ZWSG.0.2019-03-018.