Mann K V, Mcfetridge-Durdle J, Martin-Misener R, Clovis J, Rowe R, Beanlands H, Sarria M
Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.
J Interprof Care. 2009 May;23(3):224-33. doi: 10.1080/13561820802697735.
"Seamless Care" was one of 21 grants awarded by Health Canada to inform policymakers of the effectiveness of interprofessional education in promoting collaborative patient-centred practice among health professionals. The "Seamless Care" model of interprofessional education was designed with input from three Faculties at Dalhousie University (Medicine, Dentistry and Health Professions). The design was grounded in relevant learning theories--Social Cognitive Theory, Self-efficacy, Situated Learning theory and Constructivism. The intervention was informed by principles of active learning, problem-based learning, reflection and role modeling. The primary goal of Seamless Care was to develop students' interprofessional patient-centred collaborative skills through experiential learning. Fourteen student teams, each including one student from medicine, nursing, pharmacy, dentistry and dental hygiene, learned with, from and about each other while they were mentored in the collaborative care of patients transitioning from acute care to the community. Student teams providing collaborative care assisted patients experiencing a chronic illness to become more active in managing their health through development of self-management and decision-making skills. This paper describes the Seamless Care model of interprofessional education and discusses the theoretical underpinnings of this experiential model of interprofessional education designed to extend classroom-based interprofessional education to the clinical setting.
“无缝护理”是加拿大卫生部颁发的21项资助项目之一，旨在让政策制定者了解跨专业教育在促进卫生专业人员以患者为中心的协作实践方面的有效性。跨专业教育的“无缝护理”模式是在达尔豪斯大学的三个学院（医学、牙医学和卫生专业）的参与下设计的。该设计基于相关学习理论——社会认知理论、自我效能感、情境学习理论和建构主义。干预措施以主动学习、基于问题的学习、反思和榜样示范原则为依据。“无缝护理”的主要目标是通过体验式学习培养学生以患者为中心的跨专业协作技能。14个学生团队，每个团队包括一名来自医学、护理、药学、牙医学和口腔卫生专业的学生，在指导下为从急性护理过渡到社区的患者提供协作护理时，相互学习、相互借鉴并了解彼此。提供协作护理的学生团队通过培养自我管理和决策技能，帮助患有慢性病的患者在管理自身健康方面更加积极主动。本文描述了跨专业教育的“无缝护理”模式，并讨论了这种体验式跨专业教育模式的理论基础，该模式旨在将基于课堂的跨专业教育扩展到临床环境。
