Questionnaire data from IPE-sim Study 1 and Study 2

Pre- and post-session questionnaire data. Questionnaires were administered to medical and nursing students immediately before and after a simulation session.<br>Published scales include:19 item RIPLS scale (Parsell &amp; Bligh 1999)10 item 'identity strength' scale (Brown et al 1986) 4 item 'identity importance' scale (Luhtanen &amp; Crocker 1992)12 item identity scale (Cameron 2004)<br>Other variables are:session.no- which sim sessionp.id - unique participant identifiernurse.year - which year nursing students were inuniprof.exp - how many previous uniprofessional sim sessioninterprof.exp - how many previous interprofessional sim sessionnum.participant - how many previous sim sessions as a participantage - reported agegender - reported genderlead - whether medical student acted as lead (Study 1)role - what role undertaken by medical students (Newcastle only, Study 2)site - location of data collection (Study 2)<br><br>ReferencesBrown R, Condor S, Mathews A, Wade G, Williams J. 1986. Explaining intergroup differentiation in an industrial organization. J Occ Psych. 59:273–286. Cameron JE. 2004. A three-factor model of social identity. Self and Identity. 3:239–262.Luhtanen R, Crocker J. 1992. A collective self-esteem scale: Self-evaluation of one's social identity. Pers Soc Psych Bull. 18:302–318. 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.<br>