Department Emergency Medicine, Monash Health, Melbourne, Victoria, Australia; Monash University, Melbourne, Victoria, Australia.
Emerg Med Australas. 2013 Oct;25(5):427-34. doi: 10.1111/1742-6723.12118. Epub 2013 Sep 17.
The study aims to compare ED performance indicators between patients managed by students in an inter-professional learning (IPL) programme and comparable patients receiving usual ED care.
An IPL programme ran for five separate 2 week periods during 2012. Four student-led beds were managed by four final year students (two medical, two nursing). Four control beds were matched for patient acuity. Data were gathered electronically from the ED information system. Comparisons of baseline characteristics and a range of ED performance indicators were made between patients managed in the student-led and control beds. Patient satisfaction with student care was surveyed.
Characteristics of the 369 study and 365 control patients were similar. Median times to being seen by a nurse and a doctor were not significantly different between student-led and control beds, at 50 (19-103) versus 45 (20-93) min, and 84 (28-162) versus 91 (41-165) min, respectively. Median time to inpatient referral for admitted patients was significantly longer in student-led compared with control beds, being 142 (65-249) versus 101.5 (48-200) min, respectively. Median lengths of stay were similar between the student-led and control groups, being 263 (201-343) versus 303.5 (204-384) min for discharged patients, and 866 (571-1238) versus 745.5 (487-1168) min for inpatient ward admissions. Patients reported high levels of satisfaction with student care.
There was little difference in performance indicators between patients managed by student teams as part of an IPL programme and a similar group receiving usual ED care.
本研究旨在比较由参与跨专业学习（IPL）计划的学生管理的患者与接受常规急诊科护理的可比患者的 ED 绩效指标。
2012 年期间，共开展了五个为期两周的 IPL 项目。四名最后一年的学生（两名医学生，两名护生）管理四个由学生主导的床位。根据患者的病情严重程度，匹配了四个对照床位。从 ED 信息系统中收集数据。比较学生主导床位和对照床位患者的基线特征和一系列 ED 绩效指标。调查患者对学生护理的满意度。
369 名研究患者和 365 名对照患者的特征相似。护士和医生首次接诊的中位数时间在学生主导床位和对照床位之间无显著差异，分别为 50（19-103）分钟与 45（20-93）分钟，84（28-162）分钟与 91（41-165）分钟。收入院患者的住院医师转介中位数时间在学生主导床位显著长于对照床位，分别为 142（65-249）分钟与 101.5（48-200）分钟。学生主导床位和对照床位的住院时间中位数相似，分别为出院患者 263（201-343）分钟与 303.5（204-384）分钟，住院病房入院患者 866（571-1238）分钟与 745.5（487-1168）分钟。患者对学生护理的满意度较高。
在由参与 IPL 计划的学生团队管理的患者与接受常规急诊科护理的相似患者的绩效指标方面，差异不大。
