Durkin Anne E, Feinn Richard S
About the Authors Anne E. Durkin, PhD, RN, is a professor of nursing, Quinnipiac University School of Nursing, Hamden, Connecticut. Richard S. Feinn, PhD, MS, MA, is an associate professor of medical sciences, Quinnipiac University Frank H. Netter MD School of Medicine, North Haven, Connecticut. For more information, contact Dr. Durkin at
Nurs Educ Perspect. 2017 Jan/Feb;38(1):23-28. doi: 10.1097/01.NEP.0000000000000101.
The aim of the study was to examine self-efficacy among traditional and accelerated nursing students with regard to interprofessional learning.
The World Health Organization and other organizations recognize the need for interprofessional education to prepare health care providers for collaborative practice. Graduates of baccalaureate nursing programs require competence in interprofessional collaboration and communication.
Traditional (n = 239) and accelerated (n = 114) nursing students' self-efficacy was measured utilizing Mann et al.'s Self-Efficacy for Interprofessional Experiential Learning Scale.
Accelerated students averaged significantly higher than traditional students on the interprofessional team evaluation and feedback subscale (p = .006) and overall self-efficacy (p = .041).
Awareness of possible differences between traditional and accelerated nursing students with regard to self-efficacy may help faculty develop effective interprofessional learning experiences for students in each cohort. Although results cannot be generalized, findings from this study provide evidence to guide the selection of learning strategies.
本研究旨在考察传统护理专业学生和加速护理专业学生在跨专业学习方面的自我效能感。
世界卫生组织及其他组织认识到，需要通过跨专业教育让医疗服务提供者具备协作实践能力。护理学学士学位项目的毕业生需要具备跨专业协作与沟通能力。
采用曼恩等人的《跨专业体验式学习自我效能量表》对239名传统护理专业学生和114名加速护理专业学生的自我效能感进行测量。
在跨专业团队评估与反馈子量表（p = 0.006）和总体自我效能感（p = 0.041）方面，加速护理专业学生的平均分显著高于传统护理专业学生。
了解传统护理专业学生和加速护理专业学生在自我效能感方面可能存在的差异，或许有助于教师为每个群体的学生设计有效的跨专业学习体验。尽管研究结果不能一概而论，但本研究结果为指导学习策略的选择提供了证据。
