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Table 2 The effect of profession-role exchange intervention on the students’ attitudes towards physician-nurse collaboration measured with JSAPNC (Mean ± SD)

From: Use of profession-role exchange in an interprofessional student team-based community health service-learning experience

Factors Score range (Min.-Max.) Medical students Nursing students
Control group (n = 10) Intervention group (n = 9) Control group (n = 9) Intervention group (n = 10)
Pre-activity Post-activity Pre-activity Post-activity Pre-activity Post-activity Pre-activity Post-activity
Shared education and team work 7–28 21.2 ± 1.5 24.7 ± 1.7** 20.8 ± 1.9 24.9 ± 1.9** 21.1 ± 2.0 24.6 ± 1.7** 20.8 ± 1.6 25.2 ± 2.3**
Caring vs. curing 3–12 8.9 ± 1.1 10.6 ± 1.1** 8.9 ± 0.9 11.4 ± 1.3** 9.0 ± 1.4 11.1 ± 1.2** 8.8 ± 1.5 10.7 ± 1.1**
Nurse’s autonomy 3–12 6.0 ± 2.4 7.2 ± 3.0 5.7 ± 1.9 9.3 ± 2.4**# 6.4 ± 1.7 8.0 ± 1.7* 6.1 ± 2.0 9.3 ± 2.3**#
Physician’s dominance 2–8 3.6 ± 1.5 4.1 ± 2.0 3.9 ± 1.5 6.0 ± 1.9**# 4.6 ± 2.1 4.0 ± 1.1 4.7 ± 2.3 7.2 ± 1.3**#
Total scores 15–60 39.7 ± 4.0 46.6 ± 4.8** 39.3 ± 3.1 51.7 ± 4.4**# 41.1 ± 2.2 47.7 ± 1.9** 40.4 ± 3.0 52.4 ± 3.4**#
  1. *p < 0.05; **p < 0.01. Pre- and post-activity surveys were analysed using the Wilcoxon matched-pairs signed rank test
  2. #p < 0.05. Repeated-measures ANOVA using pre- and post-intervention scores as the within-subject factor and intervention (yes or no) as the between-subject factor was conducted to investigate the differences between the outcomes of the profession-role exchange intervention group and the control group