Annear Michael, Walker Kim, Lucas Peter, Lo Amanda, Robinson Andrew
a Wicking Dementia Research and Education Centre, Faculty of Health Science , University of Tasmania , Hobart , Tasmania , Australia.
b St. Vincent's Private Hospital Sydney , Sydney , New South Wales , Australia.
J Interprof Care. 2016 Sep;30(5):627-35. doi: 10.1080/13561820.2016.1192995. Epub 2016 Jun 28.
This article examines the reflective discourses of medical, nursing, and paramedic students participating in interprofessional education (IPE) activities in the context of aged-care clinical placements. The intent of the research is to explore how students engage with their interprofessional colleagues in an IPE assessment and care planning activity and elucidate how students configure their role as learners within the context of a non-traditional aged-care training environment. Research participants included cohorts of volunteer medical (n = 61), nursing (n = 46), and paramedic (n = 20) students who were on clinical placements at two large teaching aged-care facilities in Tasmania, Australia, over a period of 18 months. A total of 39 facilitated focus group discussions were undertaken with cohorts of undergraduate student volunteers from three health professions between February 2013 and October 2014. Thematic analysis of focus group transcripts was assisted by NVIVO software and verified through secondary coding and member checking procedures. With an acceptable level of agreement across two independent coders, four themes were identified from student focus group transcripts that described the IPE relations and perceptions of the aged-care environment. Emergent themes included reinforcement of professional hierarchies, IPE in aged care perceived as mundane and extraneous, opportunities for reciprocal teaching and learning, and understanding interprofessional roles. While not all students can be engaged with IPE activities in aged care, our evidence suggests that within 1 week of clinical placements there is a possibility to develop reciprocal professional relations, affirm a positive identity within a collaborative healthcare team, and support the health of vulnerable older adults with complex care needs. These important clinical learnings support aged-care-based IPE as a potentially powerful context for undergraduate learning in the 21st Century.
本文探讨了医学、护理和护理急救专业学生在老年护理临床实习背景下参与跨专业教育（IPE）活动的反思性话语。该研究的目的是探索学生在IPE评估和护理计划活动中如何与跨专业同事互动，并阐明学生在非传统老年护理培训环境中如何定位自己作为学习者的角色。研究参与者包括在澳大利亚塔斯马尼亚州的两家大型教学老年护理机构进行临床实习的志愿者医学专业学生（n = 61）、护理专业学生（n = 46）和护理急救专业学生（n = 20），实习为期18个月。在2013年2月至2014年10月期间，共对来自三个健康专业的本科学生志愿者群体进行了39次有引导的焦点小组讨论。焦点小组记录的主题分析借助NVIVO软件进行，并通过二次编码和成员核对程序进行验证。在两位独立编码员达成可接受的一致水平后，从学生焦点小组记录中确定了四个主题，描述了IPE关系和对老年护理环境的看法。新出现的主题包括专业等级制度的强化、老年护理中的IPE被视为平凡且无关紧要、相互教学和学习的机会以及对跨专业角色的理解。虽然并非所有学生都能参与老年护理中的IPE活动，但我们的证据表明，在临床实习的1周内，有可能发展相互的专业关系，在协作医疗团队中确认积极的身份，并为有复杂护理需求的弱势老年人的健康提供支持。这些重要的临床学习成果支持以老年护理为基础的IPE作为21世纪本科学习的潜在有力背景。
