Balzer Katrin, Schröder Rhian, Junghans Anne, Stahl Ute, Träder Jens-Martin, Köpke Sascha
University of Lübeck, Nursing Research Unit, Institute for Social Medicine and Epidemiology, Lübeck, Germany.
University of Lübeck, Medical Student, Lübeck, Germany.
GMS J Med Educ. 2016 Apr 29;33(2):Doc35. doi: 10.3205/zma001034. eCollection 2016.
In order to address well-known challenges in dementia care, an inter-professional course was developed to improve medical students' and nursing students' competencies in the provision of evidence-based care for people with dementia. The course comprises lectures, problem-based learning (PbL) tutorials and visitations to care facilities. A pilot study was conducted to evaluate the acceptance and feasibility of the inter-professional course.
Alongside preliminary implementation of the newly developed course, a pre-post survey was carried out involving all participating students. The questionnaire contained standardized and open-ended questions on participants' views regarding the quality and relevance of several course components and characteristics. The data were analyzed by means of descriptive statistics.
When the course was offered the first time, multiple barriers became evident, leading to premature course termination and subsequent revision of the curriculum. When the revised course was offered, 10 medical students and 8 nursing students participated. The course proved feasible, and the median overall quality was rated as "2" (IQR 2-3) at a rating scale ranging from 1 (very good) to 6 (inadequate). Following aspects were most frequently judged positively: the course's inter-professional scope, the visitations to care facilities and the PbL tutorials. Potential for improvement was particularly noted with regard to a more distinct focus on well-defined, mainly practical learning outcomes. There were no indications of systematic between-group differences in the medical and nursing students' perceptions of the course program.
The results confirmed the feasibility of the inter-professional course on dementia care and the relevance of its inter-professional scope. However, to ensure sustainable course implementation in the long term, further program adaptations based on current findings and further evaluation studies focusing on objective parameters of the process and outcome quality are required.
为应对痴呆症护理中众所周知的挑战，开发了一门跨专业课程，以提高医学生和护理专业学生为痴呆症患者提供循证护理的能力。该课程包括讲座、基于问题的学习（PbL）教程以及对护理机构的参观访问。进行了一项试点研究，以评估该跨专业课程的接受度和可行性。
在新开发课程初步实施的同时，对所有参与学生进行了一项前后调查。问卷包含关于参与者对几个课程组成部分和特征的质量及相关性看法的标准化和开放式问题。数据通过描述性统计进行分析。
首次开设该课程时，出现了多个障碍，导致课程提前终止并随后对课程进行了修订。修订后的课程开设时，有10名医学生和8名护理专业学生参加。该课程被证明是可行的，在从1（非常好）到6（不足）的评分量表上，总体质量中位数被评为“2”（四分位距2 - 3）。以下方面最常得到积极评价：课程的跨专业范围、对护理机构的参观访问以及PbL教程。尤其值得注意的是，在更明确地聚焦于定义明确、主要是实践学习成果方面还有改进的空间。在医学生和护理专业学生对课程计划的看法上，没有迹象表明存在系统性的组间差异。
结果证实了痴呆症护理跨专业课程的可行性及其跨专业范围的相关性。然而，为确保该课程长期可持续实施，需要根据当前研究结果进一步调整课程，并开展更多侧重于过程和结果质量客观参数的评估研究。
