Sievers Beth, Wolf Sherry
Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA.
Clin Nurse Spec. 2006 Mar-Apr;20(2):75-80. doi: 10.1097/00002800-200603000-00008.
Without formal education, many healthcare professionals fail to develop interdisciplinary team skills; however, when students are socialized to interdisciplinary practice through academic clinical learning experiences, effective collaboration skills can be developed. Increasingly, educational environments are challenged to include clinical experiences for students that teach and model interdisciplinary collaboration.
The purpose of this quality improvement initiative was to create an interdisciplinary educational experience for clinical nurse specialist (CNS) students and postgraduate physicians.
The interdisciplinary learning experience, supported by an educational grant, provided an interdisciplinary cohort of learners an opportunity to engage in a clinically focused learning experience. The interdisciplinary cohort consisted of CNS students and physicians in various stages of postgraduate training. The clinical experience selected was a quality improvement initiative in which the students were introduced to the concepts and tools of quality improvement. During this 1-month clinical experience, students applied the new skills by implementing a quality improvement project focusing on medication reconciliation in the outpatient setting. The CNS core competencies and outcomes were used to shape the experience for the CNS students.
The CNS students exhibited 5 of the 7 essential characteristics of the CNS (leadership, collaboration, consultation skills, ethical conduct, and professional attributes) while demonstrating competencies and fulfilling performance expectations. During this learning experience, the CNS students focused on competencies and outcomes in the organizational sphere of influence. Multiple facilitating factors and barriers were identified.
This interdisciplinary clinical experience in a quality improvement initiative provided valuable opportunities for CNS students to develop essential CNS characteristics and to explore practice competencies in the area of systems.
Interdisciplinary clinical experiences offer students opportunities to develop needed collaboration and communication skills. Educators should create interdisciplinary educational experiences for students to better prepare them for their roles in a clinical setting.
由于缺乏正规教育，许多医疗保健专业人员未能培养跨学科团队技能；然而，当学生通过学术临床学习经历融入跨学科实践时，就可以培养有效的协作技能。越来越多的教育环境面临挑战，需要为学生提供教学并示范跨学科协作的临床经验。
这项质量改进计划的目的是为临床护理专家（CNS）学生和研究生医生创造一种跨学科教育体验。
在一项教育资助的支持下，跨学科学习体验为一组跨学科学习者提供了参与以临床为重点的学习体验的机会。这个跨学科小组由处于研究生培训不同阶段的CNS学生和医生组成。所选的临床经验是一项质量改进计划，在其中向学生介绍质量改进的概念和工具。在这为期1个月的临床经验中，学生们通过实施一个聚焦于门诊用药核对的质量改进项目来应用新技能。CNS的核心能力和成果被用于塑造CNS学生的体验。
CNS学生展现出了CNS的7项基本特征中的5项（领导力、协作、咨询技能、道德行为和专业素养），同时展示了能力并达到了绩效期望。在这次学习经历中，CNS学生专注于组织影响范围内的能力和成果。识别出了多个促进因素和障碍。
这项质量改进计划中的跨学科临床经验为CNS学生提供了宝贵机会，使其能够培养CNS的基本特征，并探索系统领域的实践能力。
跨学科临床经验为学生提供了发展所需协作和沟通技能的机会。教育工作者应为学生创造跨学科教育体验，以便更好地使他们为临床环境中的角色做好准备。
