Questionnaire data from IPE-sim Study 1 and Study 2

<div>Pre- and post-session questionnaire data. Questionnaires were administered to medical and nursing students immediately before and after a simulation session.</div><div><br></div><div>Published scales include:</div><div>19 item RIPLS scale (Parsell & Bligh 1999)</div><div>10 item 'identity strength' scale (Brown et al 1986) </div><div>4 item 'identity importance' scale (Luhtanen & Crocker 1992)</div><div>12 item identity scale (Cameron 2004)</div><div><br></div><div>Other variables are:</div><div>session.no- which sim session</div><div>p.id - unique participant identifier</div><div>nurse.year - which year nursing students were in</div><div>uniprof.exp - how many previous uniprofessional sim session</div><div>interprof.exp - how many previous interprofessional sim session</div><div>num.participant - how many previous sim sessions as a participant</div><div>age - reported age</div><div>gender - reported gender</div><div>lead - whether medical student acted as lead (Study 1)</div><div>role - what role undertaken by medical students (Newcastle only, Study 2)</div><div>site - location of data collection (Study 2)</div><div><br></div><div><br></div><div><u>References</u></div><div><p>Brown R, Condor S, Mathews A, Wade G, Williams J. 1986. Explaining intergroup differentiation in an industrial organization. J Occ Psych. 59:273–286.</p> <p>Cameron JE. 2004. A three-factor model of social identity. Self and Identity. 3:239–262.</p><p>Luhtanen R, Crocker J. 1992. A collective self-esteem scale: Self-evaluation of one's social identity. Pers Soc Psych Bull. 18:302–318.</p><p> </p><p>Parsell G, Bligh J. 1999. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 33:95–100.</p><br></div>