| Sumario: | Purpose: Interprofessional collaboration is essential in oncology care, requiring effective multidisciplinary teamwork. This study examined relationships among perceptions, attitudes, and self-efficacy toward interprofessional education (IPE) among nursing and health science students in oncology care contexts and identified factors associated with self-efficacy. Methods: A cross-sectional correlational design was used. Data were collected between September and November 2022 through an online survey of 242 students majoring in nursing, clinical pathology, radiology, physical therapy, and health administration. IPE perceptions, attitudes, and self-efficacy were assessed using validated instruments and analyzed using descriptive statistics, one-way ANOVA, Mann-Whitney U tests, Kruskal-Wallis tests, Spearman correlations, and multiple regression analysis. Results: Students demonstrated relatively high levels of IPE perceptions, attitudes, and self-efficacy, with nursing and physical therapy students scoring higher than other disciplines. Perception was positively correlated with attitude (r=.74, p<.001) and self-efficacy (r=.71, p<.001), while attitude was strongly correlated with self-efficacy (r=.79, p<.001). Self-efficacy was significantly higher among students who understood IPE (p<.001) and had prior IPE experience (p=.003). Multiple regression analysis indicated that attitude (β=.65, p<.001) and perception (β=.20, p<.001) were significantly associated with self-efficacy, explaining 66% of the variance. Conclusion: Attitudes and perceptions toward IPE were significantly associated with self-efficacy among nursing and health science students in disciplines relevant to collaborative oncology care. Fostering both affective and cognitive components of interprofessional learning may enhance students' self-efficacy for collaborative practice in oncology settings.
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