Disponibilidade para o aprendizado interprofissional no contexto da graduação em enfermagem

Introduction: interprofessional education occurs when students from two or more professions learn about, with, and from each other to enable effective collaboration and improve health outcomes. Understanding professional training and work beyond the perspective of compartmentalized knowledge implies the construction and development of collaborative interprofessional skills that go beyond specific professional attributes. Objective: to analyze nursing students’ perception about the availability for interprofessional learning in northern Brazil. Method: this is a crosssectionalsurvey with a quantitative and qualitative approach, carried out with 242 nursing studentswho responded to the Readiness for Interprofessional Learning Scale (RIPLS). The data were analyzed using descriptive statistics, calculating the dispersion of statements, reliability of the instrument and classification into comfort, risk and danger zones. Results: the results were based on three dimensions: 1) Teamwork and collaboration; 2) Professional identity; and 3) Patient-centered healthcare. The responses were categorized into comfort and alert zones. Conclusion: the perceptions collected through the RIPLS highlighted assertiveness and weaknesses in the specific context of the North region. This contribution revealed the need for qualification of the workforce conditioned on availability for interactive and interprofessional learning based on collective commitment and engagement.