From the Division of General Medicine, Geriatrics/Palliative Care, University of Virginia Health System, P.O. Box 800901, School of Nursing, University of Virginia Health System, P.O. Box 800782, University of Virginia, McLeod Hall 2013A, School of Nursing, University of Virginia, P.O. Box 800711 and School of Nursing, University of Virginia, P.O. Box 800826, Charlottesville, VA 22908, USA
From the Division of General Medicine, Geriatrics/Palliative Care, University of Virginia Health System, P.O. Box 800901, School of Nursing, University of Virginia Health System, P.O. Box 800782, University of Virginia, McLeod Hall 2013A, School of Nursing, University of Virginia, P.O. Box 800711 and School of Nursing, University of Virginia, P.O. Box 800826, Charlottesville, VA 22908, USA.
QJM. 2015 Jun;108(6):465-71. doi: 10.1093/qjmed/hcu226. Epub 2014 Oct 31.
Interprofessional education (IPE) is crucial in fostering effective collaboration and optimal team-based patient care, all of which improve patient care and outcomes. Appropriate interprofessional communication is especially important in geriatrics where patients are vulnerable to adverse effects across the care continuum. Transitions in geriatric care are complex, involving several disciplines and requiring careful coordination. As part of the University of Virginia's initiative on IPE, we developed and implemented an interprofessional geriatric education workshop for nursing and medical students with a focus on transitions in care.
A total of 254 students (144 medical students, 107 nursing students and 3 unknown) participated in a 90-min interactive, case-based workshop. Nursing and medical faculty facilitated the monthly workshops with small groups of medical and nursing students over 1 year. Self-perceived competencies in IPE skills and attitudes toward interprofessional teamwork were measured through post-workshop surveys. Data were analyzed using descriptive and nonparametric statistics, excluding the three unknown students.
Over 90% of students were better able to describe the necessary interprofessional communication needed to develop a patient-centered care plan in transitioning patients between clinical sites. Four out of five students reported an enhanced appreciation of interprofessional teamwork. They were also able to identify legal, financial and social implications in transitions of care (75%). Nursing students consistently rated the workshop more highly than medical students across most domains (P < 0.05).
Students improved and demonstrated their knowledge of interprofessional communication and teamwork skills required in transitions of geriatric care. Introducing these concepts in medical and nursing training may help in fostering effective interprofessional communication and collaboration.
跨专业教育（IPE）对于促进有效的合作和最佳的团队式患者护理至关重要，所有这些都可以改善患者护理和结果。在老年医学中，适当的跨专业沟通尤为重要，因为患者在整个护理连续体中容易受到不良影响。老年护理的过渡很复杂，涉及多个学科，需要精心协调。作为弗吉尼亚大学 IPE 计划的一部分，我们为护理和医学生开发并实施了一个跨专业老年教育研讨会，重点是护理过渡。
共有 254 名学生（144 名医学生、107 名护理学生和 3 名未知学生）参加了 90 分钟的互动、基于案例的研讨会。护理和医学教师在 1 年内通过小团体的方式为医学和护理学生每月举办研讨会。通过研讨会后的调查来衡量自我感知的 IPE 技能和对跨专业团队合作的态度。使用描述性和非参数统计分析数据，排除了 3 名未知学生。
超过 90%的学生能够更好地描述在将患者从临床地点转移到另一个临床地点时所需的跨专业沟通，以制定以患者为中心的护理计划。四分之三的学生报告说，他们对跨专业团队合作的欣赏有所增强。他们还能够识别出护理过渡中的法律、财务和社会影响（75%）。在大多数领域，护理学生对研讨会的评价都高于医学生（P < 0.05）。
学生提高并展示了他们在老年护理过渡中所需的跨专业沟通和团队合作技能的知识。在医学和护理培训中引入这些概念可能有助于促进有效的跨专业沟通和合作。
