Collins Andrea, Broeseker Amy, Cunningham Jill, Cortes Cyndi, Beall Jennifer, Bigham Amy, Chang Jongwha
a Family Nurse Practitioner Program, Ida V. Moffett School of Nursing , Samford University , Birmingham , Alabama , USA.
b McWhorter School of Pharmacy , Samford University , Birmingham , Alabama , USA.
J Interprof Care. 2017 Mar;31(2):218-225. doi: 10.1080/13561820.2016.1255600. Epub 2017 Jan 31.
Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.
跨专业教育（IPE）在全球范围内的影响力持续增强。将IPE融入健康专业课程面临诸多挑战，包括为每个专业找到合适的时间、场地以及与水平相适应的任务安排。本文描述了美国一所私立大学针对护理家庭执业护士硕士（FNP）和药学博士（PharmD）学生开展的一项为期21个月的前瞻性队列研究试点项目的实施情况。这次IPE体验采用混合式学习活动方式；这些学生参加了初始和结业课程，期间进行面对面交流，在这两个课程之间开展异步在线活动。试点项目期间的在线作业、讨论和测验涉及抗菌药物管理、激素替代疗法、人乳头瘤病毒疫苗接种、产前咨询、紧急避孕以及《平价医疗法案》对医疗实践的影响等主题。结果表明，FNP学生对在线IPE持更积极的态度，而PharmD学生表示对自己及其他参与的医护专业学生的角色有了更清晰的认识。然而，学生们也表示希望在在线IPE体验中有更多面对面互动。本研究的启示表明，通过确保学生在讨论的各个主题上享有教育平等，并对所有学生群体采取一致的必要参与方式，可以支持有效的在线IPE。此外，鉴于学生希望有更多面对面互动，在较短时间段内开展在线IPE活动可能会有益处。预计本研究可为其他正在探索创新方法以提供IPE来促进患者护理中有效协作的项目提供参考。
