Nisbet Gillian, Hendry Graham D, Rolls Gary, Field Michael J
Faculty of Health Sciences, The University of Sydney, Sydney, NSW 2006, Australia.
J Interprof Care. 2008 Jan;22(1):57-68. doi: 10.1080/13561820701722386.
Within health, it is widely acknowledged that a collaborative, team-oriented approach to care is required to ensure patient safety and quality of service delivery. A pre-qualification interprofessional learning experience should provide an ideal opportunity for students to gain the necessary knowledge, skills and attitudes to enable them to work as part of a patient-centred interprofessional team. In this article we report a multidimensional evaluation of a pre-qualification interprofessional learning (IPL) program. The program brings together senior year students from various health care professions on clinical placement in the same service area of a hospital to take part in shared, structured learning experiences centred on interprofessional teamwork. We used a combination of qualitative and quantitative methods to evaluate the IPL program. Results indicate that students' understanding of the roles of other team members was enhanced, and students and supervisors perceived the program to be of value for student learning. Measured changes in attitude were limited. Unexpected findings emerged in relation to role responsibilities within teams and attitudes towards doctors. We conclude that such programs have the potential to expand students' understanding of the contributions made by other professionals/colleagues to effective patient care, although challenges persist in overcoming pre-existing role stereotypes.
在医疗领域，人们普遍认识到，需要采取协作、以团队为导向的护理方法，以确保患者安全和服务质量。资格前跨专业学习经历应为学生提供理想机会，使其获得必要的知识、技能和态度，从而能够作为以患者为中心的跨专业团队的一员开展工作。在本文中，我们报告了对一项资格前跨专业学习（IPL）项目的多维度评估。该项目将来自不同医疗保健专业的高年级学生聚集在医院的同一服务区域进行临床实习，参与以跨专业团队合作 为中心的共享、结构化学习体验。我们使用定性和定量相结合的方法对IPL项目进行评估。结果表明，学生对其他团队成员角色的理解得到了增强，学生和导师都认为该项目对学生学习有价值。态度方面的可测量变化有限。在团队角色职责和对医生的态度方面出现了意外发现。我们得出结论，此类项目有可能扩大学生对其他专业人员/同事对有效患者护理所做贡献的理解，尽管在克服预先存在的角色刻板印象方面仍然存在挑战。
