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Table 3 The effect of profession-role exchange intervention on the students’ attitudes towards nurse–pharmacist collaboration measured with the nurse-pharmacist collaboration survey instrument (Mean ± SD)

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

Factors Score range (Min.-Max.) Pharmacy students Nursing students
Control group (n = 10) Intervention group (n = 10) Control group (n = 9) Intervention group (n = 10)
Pre-activity Post-activity Pre-activity Post-activity Pre-activity Post-activity Pre-activity Post-activity
Interprofessional team- based practice 11–44 30.6 ± 3.8 35.4 ± 5.1** 30.7 ± 4.9 37.3 ± 5.0** 29.4 ± 5.0 35.2 ± 4.8** 29.5 ± 5.1 37.5 ± 2.8**
Roles/responsibilities for collaborative practice 7–28 17.8 ± 6.1 21.2 ± 6.3 17.3 ± 6.4 25.0 ± 1.5**# 13.4 ± 5.7 18.4 ± 6.0* 16.0 ± 6.2 24.7 ± 2.5**#
Relationship between nurses and pharmacists 4–16 10.4 ± 3.2 12.7 ± 3.0* 11.2 ± 2.0 13.9 ± 1.4** 8.9 ± 2.7 12.2 ± 1.6** 9.6 ± 2.2 12.8 ± 1.7**
Nurses’ experience of pharmacist’s role in drug treatment 3–12 10.4 ± 1.3 11.7 ± 0.7** 10.4 ± 1.6 11.6 ± 0.7* 9.4 ± 1.1 10.3 ± 1.5 8.5 ± 2.2 11.0 ± 1.3**#
Total scores 25–100 69.2 ± 9.8 81.0 ± 12.6* 69.6 ± 7.5 87.8 ± 7.1**# 61.2 ± 11.2 76.2 ± 9.9** 63.6 ± 6.3 86.0 ± 3.6**#
  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