Jakobsen Rune Bruhn, Gran Sarah Frandsen, Grimsmo Bergsvein, Arntzen Kari, Fosse Erik, Frich Jan C, Hjortdahl Per
a Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine , University of Oslo , Oslo , Norway.
b Department of Orthopedic Surgery , Akershus University Hospital, University of Oslo , Oslo , Norway.
J Interprof Care. 2018 Jan;32(1):80-88. doi: 10.1080/13561820.2017.1376625. Epub 2017 Oct 6.
High quality care relies on interprofessional teamwork. We developed a short simulation-based course for final year medical, nursing and nursing anaesthesia students, using scenarios from emergency medicine. The aim of this paper is to describe the adaptation of an interprofessional simulation course in an undergraduate setting and to report participants' experiences with the course and students' learning outcomes. We evaluated the course collecting responses from students through questionnaires with both closed-ended and open-ended questions, supplemented by the facilitators' assessment of students' performance. Our data is based on responses from 310 students and 16 facilitators who contributed through three evaluation phases. In the analysis, we found that students reported emotional activation and learning outcomes within the domains self-insight and stress management, understanding of the leadership role, insight into teamwork, and skills in team communication. In subsequent questionnaire studies students reported having gained insights about communication, teamwork and leadership, and they believed they would be better leaders of teams and/or team members after having completed the course. Facilitators' observations suggested a progress in students' non-technical skills during the course. The facilitators observed that nursing anaesthesia students seemed to be more comfortable in finding their role in the team than the two other groups. In conclusion, we found that an interprofessional simulation-based emergency team training course with a focus on leadership, communication and teamwork, was feasible to run on a regular basis for large groups of students. The course improved the students' team skills and received a favourable evaluation from both students and faculty.
高质量的护理依赖于跨专业团队合作。我们为医学、护理和麻醉护理专业的最后一年学生开发了一门基于模拟的短期课程，使用了急诊医学中的场景。本文的目的是描述在本科环境中跨专业模拟课程的改编情况，并报告参与者对该课程的体验以及学生的学习成果。我们通过包含封闭式和开放式问题的问卷收集学生的反馈来评估该课程，并辅以教师对学生表现的评估。我们的数据基于来自310名学生和16名教师在三个评估阶段的反馈。在分析中，我们发现学生报告了在自我洞察和压力管理、对领导角色的理解、对团队合作的洞察以及团队沟通技能等领域的情绪激发和学习成果。在随后的问卷调查研究中，学生报告称他们对沟通、团队合作和领导力有了更深入的了解，并且他们认为在完成课程后，自己会成为更好的团队领导者和/或团队成员。教师的观察表明，在课程期间学生的非技术技能有了进步。教师观察到，与其他两组学生相比，麻醉护理专业的学生似乎在团队中更容易找到自己的角色。总之，我们发现一门以领导力、沟通和团队合作为重点的基于模拟的跨专业应急团队培训课程，对于大批学生定期开展是可行的。该课程提高了学生的团队技能，并得到了学生和教师的好评。
