Tamura Yumi, Bontje Peter, Nakata Yasuo, Ishikawa Yuichi, Tsuda Noriko
Department of Nursing, Faculty of Health Sciences, Kobe University School of Medicine, Kobe 651-0042, Japan.
J Interprof Care. 2005 Jun;19(3):215-22. doi: 10.1080/13561820400024175.
The turn of the century has seen a sudden upsurge in publications and initiatives around the development of interprofessional collaboration in Japan. In Japanese, the term 'team-treatment' is generally used to mean interprofessional collaboration, but hitherto there have been no generally accepted definitions and conceptualizations of the term, nor are there guidelines as to how it may be implemented in practice. In order to facilitate understanding of the different modes of interprofessional collaboration and issues in practice, we introduced the use of menus as metaphors for interprofessional collaboration in a class of first year students of nursing. There were two 90-minute classes available for exploring this topic. Through the use of a metaphor the students demonstrated they were able to conceptualize interprofessional collaboration, identify the value of nurses working together with other professionals and issues involved in making team-treatment work. The purpose of this paper is to share the experience of using metaphors as a teaching/learning strategy, including reflection on the successes and some limitations of what, for us, was an interesting educational innovation.
世纪之交，日本围绕跨专业合作发展的出版物和倡议突然激增。在日语中，“团队治疗”一词通常用于表示跨专业合作，但迄今为止，该术语尚无普遍接受的定义和概念，也没有关于如何在实践中实施的指导方针。为了便于理解跨专业合作的不同模式以及实践中的问题，我们在护理专业一年级学生的课堂上引入了用菜单作为跨专业合作隐喻的方法。有两节90分钟的课程可供探讨这个话题。通过使用隐喻，学生们表明他们能够对跨专业合作进行概念化，确定护士与其他专业人员合作的价值以及使团队治疗发挥作用所涉及的问题。本文的目的是分享将隐喻作为教学/学习策略的经验，包括对我们来说是一项有趣的教育创新的成功之处和一些局限性的反思。
