Smith Robyn A, Pilling Samantha
Allied Health Research and Evidence Based Practice, Northern Health, Melbourne, Victoria, Australia.
J Interprof Care. 2007 Jun;21(3):265-76. doi: 10.1080/13561820701259116.
The transition from student to professional is challenging. Training programs provide discipline specific skills but do not adequately develop the interprofessional, team focused and work ready clinicians needed for the current workplace. In Australia, a formal graduate year is common in nursing; however, structured programs to support the student to professional transition are uncommon in allied health. This paper reports on the first year of an innovative program designed to address this gap. Fourteen new graduates at Northern Health in Melbourne, Australia from the disciplines of occupational therapy, physical education, physiotherapy, podiatry, social work and speech pathology participated in twelve, 2-hour sessions over a ten-month period during their first year of professional practice. These facilitated sessions aimed to foster reflective practice, peer support, to develop professional characteristics and provide an interdisciplinary forum for sharing experiences and learning. The paper outlines graduates and facilitators experience, together with the impacts for the health service.
从学生转变为专业人士具有挑战性。培训项目提供特定学科的技能，但未能充分培养出当前工作场所所需的跨专业、以团队为导向且具备工作能力的临床医生。在澳大利亚，护理专业通常有正式的毕业实习年；然而，在健康相关专业中，支持学生向专业人士转变的结构化项目并不常见。本文报告了一个旨在填补这一空白的创新项目的第一年情况。来自澳大利亚墨尔本北部健康中心的14名职业治疗、体育、物理治疗、足病学、社会工作和言语病理学专业的新毕业生，在其专业实践的第一年里，于十个月的时间内参加了12次每次时长2小时的课程。这些辅导课程旨在促进反思性实践、同伴支持、培养专业特质，并提供一个跨学科的论坛来分享经验和学习。本文概述了毕业生和辅导人员的经历，以及对医疗服务的影响。
