一项针对护理专业和言语语言病理学专业学生的跨专业教育试点研究。
An Interprofessional Education Pilot Study for Nursing and Speech-Language Pathology Students.
作者信息
Ghassemi Akhtar E, Fabus Renee
机构信息
College of Nursing and Public Health, Department of Mental Health, Family, and Community Systems, Adelphi University, New York, USA.
Department of Communication Sciences and Disorders, Adelphi University, New York, USA.
出版信息
Iran J Nurs Midwifery Res. 2017 Nov-Dec;22(6):497-498. doi: 10.4103/ijnmr.IJNMR_4_17.
BACKGROUND
Despite the complexity of patient care and promise of interprofessional collaboration in health professional educational programs, interprofessional education and practice implementation challenges exist.
MATERIALS AND METHODS
A pilot study with a nonequivalent comparison before/after design was conducted to examine undergraduate students' and graduate students' knowledge of the role of nurses and speech-language pathologists (SLPs) while working with patients diagnosed with dysphagia. All students received pre- and post-tests assessing their knowledge of the respective profession.
RESULTS
A repeated measure of analysis of variance using pre- and post-tests by group design revealed a strong and statistically significant main effect from pre- to post-testing, [ (1, 19) = 17.42, = 0.001, and partial η= 0.48].
CONCLUSIONS
The results indicated that students received higher scores on post-tests. This study reinforces the importance of collaboration of healthcare professionals during their professional coursework.
背景
尽管患者护理工作复杂，且卫生专业教育项目中有跨专业协作的前景，但跨专业教育和实践实施仍存在挑战。
材料与方法
开展了一项采用非等效前后对照设计的试点研究，以考察本科生和研究生在与诊断为吞咽困难的患者合作时，对护士和言语治疗师（SLP）角色的了解情况。所有学生都接受了评估其对各自专业知识了解程度的前测和后测。
结果
采用组间设计的前测和后测进行重复测量方差分析，结果显示从测试前到测试后有很强且具有统计学意义的主效应，[（1, 19）= 17.42，P = 0.001，偏η = 0.48]。
结论
结果表明学生在后测中获得了更高的分数。本研究强化了医疗保健专业人员在其专业课程学习期间进行协作的重要性。
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