Background
In today's complex healthcare environment, nurses do not work in isolation. Successful patient outcomes depend on seamless collaboration among nurses, doctors, pharmacists, and other professionals. Interprofessional education (IPE) ensures that future nurses are equipped with the teamwork, communication, and decision-making skills necessary for delivering safe and effective patient care. Despite its recognized importance, studies reveal mixed results on the effectiveness of IPE, particularly among nursing students.
Objectives
This meta-analysis aimed to evaluate the impact of IPE on key learning outcomes among undergraduate nursing students, focusing on teamwork, communication, self-efficacy, and professional attitudes, compared to traditional education methods.
Methods
A systematic search was conducted across Scopus, Web of Science, PubMed, and PMC databases, yielding 1,665 studies. Following screening and eligibility assessment, 10 studies met the inclusion criteria. Data extraction focused on intervention type, sample size, and primary learning outcomes. Effect sizes were calculated using a random-effects model to account for variability. This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.
Results
The pooled effect size (Cohen's d = 0.46, p |
