Reese Cynthia E, Jeffries Pamela R, Engum Scott A
Lincoln Land Community College, Springfield, Illinois, USA.
Nurs Educ Perspect. 2010 Jan-Feb;31(1):33-7.
Collaborative interdisciplinary learning is a core educational requirement cited by the Institute of Medicine Health Professions Education Report (2003). This descriptive study supports the Nursing Education Simulation Framework for designing simulations used as an interdisciplinary teaching strategy in health professions curricula. The purpose of this study was to investigate the use of the framework for the collaborative medical and nursing management of a surgical patient with complications. Simulation design features, student satisfaction, and self-confidence were measured. Results indicate both medical and nursing student groups'perceptions of the design features of the collaborative simulation were positive. Feedback and guided reflection were identified by both student groups as important simulation design features. Data analyzed from the Collaboration Scale suggest that designing simulations that place medical and nursing students together is beneficial for both the medical students and the nursing students.
跨学科协作学习是医学研究所《卫生专业人员教育报告》（2003年）提出的一项核心教育要求。这项描述性研究支持护理教育模拟框架，该框架用于设计在卫生专业课程中作为跨学科教学策略的模拟。本研究的目的是调查该框架在有并发症的外科患者的医疗与护理协作管理中的应用情况。对模拟设计特点、学生满意度和自信心进行了测量。结果表明，医学和护理专业学生群体对协作模拟的设计特点的看法都是积极的。两个学生群体都认为反馈和引导式反思是重要的模拟设计特点。从协作量表分析的数据表明，设计能让医学和护理专业学生一起参与的模拟对医学生和护理学生都有益。
