Hughes Lesley A
Interprofessional Education Lead Faculty of Health and Social Care and the Hull York Medical School, University of Hull, Cottingham Road, Hull HU67RX, UK.
Educ Prim Care. 2014 Jan;25(1):43-51. doi: 10.1080/14739879.2014.11494240.
This study adopted an interpretative approach, using focus groups and face-to-face interviews to evaluate the development of a five-year pilot project within general practice. The aim of the project is for these practices to offer training to a range of health disciplines from varying academic levels, develop capacity and provide interprofessional education as part of the learning ethos. Eight consortia are involved in the project, which is funded by the workforce and education directorate and the Deanery of the Yorkshire and Humber Strategic Health Authority. The evaluation was undertaken 18 months into the project, to understand the views and experiences of primary care practitioners and university educationalists, in order to identify achievements and barriers to the project's development. The study revealed positive attitudes towards the project, and that steps are being taken to engage in dialogue with universities to increase student numbers, but progress is slow. Early experiences of student nurses taking up placements in the practices reveal incompatible learning outcomes between what is expected for curriculum and learning opportunities within primary care. A common concern is the impact increased students may pose on existing support structures, and that this may compromise student learning. Concern is evident over self-belief and competencies to teach across professions, and the ambiguity over the learning outcomes for IPE and the training required to support this. It is recommended that a systems theory be adopted to provide strategic planning across clinical and education organisations to ensure that structures of communication, leadership and training adequately meet the aims of the project. The paper will be of interest to practitioners in primary care who may be considering expanding services and training, and to educationalists seeking to allocate students to placements in primary care.
本研究采用了一种解释性方法，通过焦点小组和面对面访谈来评估全科医疗中一个为期五年的试点项目的进展情况。该项目的目标是让这些医疗机构为不同学术水平的一系列健康学科提供培训，培养能力，并将跨专业教育作为学习理念的一部分。八个联盟参与了该项目，该项目由劳动力与教育部门以及约克郡和亨伯战略健康管理局教区提供资金。在项目开展18个月后进行了评估，以了解初级保健从业者和大学教育工作者的观点和经验，从而确定项目发展的成就和障碍。研究表明对该项目持积极态度，并且正在采取措施与大学进行对话以增加学生人数，但进展缓慢。实习护士在这些医疗机构实习的早期经历显示，课程预期与初级保健中的学习机会之间的学习成果不匹配。一个普遍的担忧是学生人数增加可能对现有支持结构产生的影响，以及这可能会影响学生的学习。对于跨专业教学的自信和能力，以及跨专业教育的学习成果和支持其所需培训的模糊性，人们明显感到担忧。建议采用系统理论为临床和教育组织提供战略规划，以确保沟通、领导和培训结构充分实现项目目标。本文将对可能考虑扩大服务和培训的初级保健从业者，以及寻求为学生安排初级保健实习的教育工作者具有参考价值。
