MULTIPLE REGRESSION EXCEL DATA ANALYSIS PROFESSIONAL

MULTIPLE REGRESSION EXCEL DATA ANALYSIS PROFESSIONAL

This teamwork helps define their professional roles more clearly, effectively reducing the risk of errors caused by clinical communication failures. Nursing students actively participate in interprofessional teamwork, enhancing their interaction and communication with medical, pharmacy, and other healthcare students. It refers to an individual’s willingness to cooperate with people from different professional backgrounds, participate in task decisions, and achieve learning goals. Readiness for interprofessional learning is an attitude in assessing an individual to receive interprofessional education. In 2010, the World Health Organization proposed that medicine should strengthen interprofessional education for nursing students in the new century to better cope with complex health problems and meet public health needs. With the continuous development of medical and health technologies and rapid transformation in society’s demographic structure and disease spectrum, the medical environment has become increasingly complex and public health demands change frequently. Therefore, it is very important for nursing educators to improve nursing students’ academic self-efficacy before improving their readiness for interprofessional learning. Moreover, there was a significant positive correlation between the two. Readiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (β = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning ( r = 0.316, p < 0.01). Significant differences were found in the research variables according to participants’ sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies ( p < 0.05, p < 0.001). Readiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson’s correlation, and multiple linear regression analysis.

The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. MethodsĪ cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students’ interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. Modern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives.

Multiple regression excel data analysis