Evaluating interprofessional learning perceptions among audiology and nursing students: a pre-post RIPLS intervention study using video simulation

OBJECTIVES: Interprofessional education (IPE) is essential for collaborative healthcare practice. This study explored the impact of a video-based IPE for audiology and nursing (IPEAN) simulation on the perceptions of health science students. METHOD: One hundred two students (28 audiology, 74 nursing) completed the Readiness for Interprofessional Learning Scale (RIPLS) survey before and after viewing a clinical video involving a diagnostic consultation. A mixed-design Wilks’ λ multivariate analysis of covariance, Cronbach’s α, and Hotelling’s T2 statistics were used to examine changes in student perception after the IPEAN intervention. RESULTS: The RIPLS post-intervention subscale scores showed pre-to-post improvements in attitudes toward interprofessional collaboration, regardless of discipline. Post-intervention RIPLS subscale scores were statistically higher than pre-intervention scores across the cohort. The intervention exposed students to modeled interprofessional interactions and was associated with improved readiness for interprofessional learning in multiple domains, with an overall mean increase from 139.36 to 151.42, and specific increases in audiology (from 142.58 to 157.20) and nursing (from 138.10 to 149.14). CONCLUSIONS: Video simulations represent a cost-effective and scalable modality for IPE, especially in fields where in-person simulation or standardized participants may not be feasible. Survey analyses highlighted the value of targeted IPE experiences, in that the IPEAN video simulations enhanced interprofessional readiness and clarified the underlying constructs of collaborative practice for students in audiology and nursing. Future research should explore longitudinal impacts.