Almås Synnøve Hofseth, Ødegård Alte
Department of Life Science, Aalesund University College, N-6025 Aalesund, Norway.
J Allied Health. 2010 Fall;39(3):143-9.
Professionals bring their own personal and professional culture, competence, and interaction styles to the work setting. This study explores how undergraduate students (n = 619) at five different professional qualification programs from two Norwegian university colleges perceived interprofession education and collaboration (interprofessionalism). The student groups were drawn from nursing, occupational therapy, physical therapy, biomedical laboratory science, and radiography. Another central aim was to investigate if professional cultures influence students' perceptions of interprofessionalism. The students completed a questionnaire about different aspects of interprofessionalism. A principal component analysis revealed three factors that provide some insight into how students perceive interprofessionalism. These factors were: 1) need for interprofessional collaboration, 2) value of interprofessional education, and 3) openness to interprofessionalism. The results also showed that the nursing student group valued interprofessional education more highly than the other student groups and was more open to interprofessionalism. On the other hand, the OT students were most aware of the need for interprofessional collaboration.
专业人士将他们自身的个人和职业文化、能力以及互动方式带入工作环境。本研究探讨了来自挪威两所大学学院五个不同专业资格项目的本科生（n = 619）如何看待跨专业教育与协作（跨专业主义）。这些学生群体来自护理、职业治疗、物理治疗、生物医学实验室科学和放射ography专业。另一个核心目标是调查专业文化是否会影响学生对跨专业主义的认知。学生们完成了一份关于跨专业主义不同方面的问卷。主成分分析揭示了三个因素，这些因素为了解学生如何看待跨专业主义提供了一些见解。这些因素分别是：1）跨专业协作的需求，2）跨专业教育的价值，3）对跨专业主义的开放性。结果还表明，护理专业学生群体比其他学生群体更重视跨专业教育，并且对跨专业主义更开放。另一方面，职业治疗专业学生最意识到跨专业协作的必要性。
