Vocational Health Students Shaping Interprofessional Practice: A Mixed-Methods Study in Community-Based Education.
OBJECTIVE This study aimed to: (1) assess how students from eight different educational backgrounds engage in and differ in collaborative practice, (2) examine structural relationships among key domains, including leadership, communication, shared goals, roles understanding, member relationships, conflict management, patient involvement, and (3) explore perceived enablers and challenges in collaborative learning. METHODS A sequential explanatory mixed-methods design was used. Quantitative data were collected from 793 vocational students using the 7-factor, 48-item CPAT instrument. Assumptions tested included differences in IPE outcomes and the mediating role of shared goals, with a path analysis conducted to examine these relationships. Qualitative data from three open-ended questions were analyzed using content analysis to explore students' collaborative experiences. Ethical approval was obtained from the Faculty of Medicine of Hasanuddin University. RESULTS The CPAT instrument was re-evaluated for contextual suitability, demonstrating good structural validity (CFI =.937, RMSEA =.054, SRMR =.032). Significant differences in IPE outcomes were found by educational background, while Nursing and Pharmacy were the top preferred collaboration partners, but not by program level or prior collaboration. Nursing students scored highest, especially in communication, decision-making, and collaboration, while Environmental Health students scored the lowest. Mediation analysis showed that shared goals and roles significantly mediated the effects of leadership and communication. Qualitative findings emphasized the impact of clinical exposure and structured learning, highlighting the need for clear roles, conflict management training, and community-based IPE. CONCLUSION Discipline-sensitive, community-based IPE strategies, reinforced shared goals, and role clarity are essential to strengthen collaboration among health professions students.