Granheim Benedikte M, Shaw Julie M, Mansah Martha
School of Nursing and Midwifery, Griffith University, Australia.
School of Nursing and Midwifery, Menzies Health Institute Queensland, Griffith University, Australia.
Nurse Educ Today. 2018 Mar;62:118-127. doi: 10.1016/j.nedt.2017.12.021. Epub 2017 Dec 29.
To identify how simulation and interprofessional learning are used together in undergraduate nursing programs and undertaken in schools of nursing to address interprofessional communication and collaboration.
An integrative literature review.
The databases CINAHL, ProQuest, PubMed, Scopus, PsycInfo and Science Direct were searched to identify articles from 2006 to 2016 that reported on the use of IPL and simulation together in undergraduate nursing education.
Whittemore and Knafl's five step process was used to guide the integrative review of quantitative and qualitative literature. Only peer reviewed articles written in English that addressed undergraduate nursing studies, were included in the review. Articles that did not aim to improve communication and collaboration were excluded. All articles selected were examined to determine their contribution to interprofessional learning and simulation in undergraduate nursing knowledge.
The faculties of nursing used interprofessional learning and simulation in undergraduate nursing programs that in some cases were connected to a specific course. A total of nine articles, eight research papers and one narrative report, that focused on collaboration and communication were selected for this review. Studies predominantly used nursing and medical student participants. None of the included studies identified prior student experience with interprofessional learning and simulation. Four key themes were identified: communication, collaboration/teamwork, learning in practice and understanding of roles, and communication.
This review highlights the identified research relating to the combined teaching strategy of interprofessional learning and simulation that addressed communication and collaboration in undergraduate nursing programs. Further research into the implementation of interprofessional learning and simulation may benefit the emergent challenges. Information drawn from this review can be used in informing education and educational development in the future.
确定模拟教学与跨专业学习如何在本科护理项目中共同应用，以及护理学院如何通过其开展跨专业沟通与协作。
综合文献综述。
检索了CINAHL、ProQuest、PubMed、Scopus、PsycInfo和ScienceDirect数据库，以识别2006年至2016年期间报道本科护理教育中跨专业学习与模拟教学联合应用的文章。
采用惠特莫尔和克纳夫的五步流程指导对定量和定性文献的综合综述。纳入综述的仅为以英文撰写、涉及本科护理研究的同行评审文章。未旨在改善沟通与协作的文章被排除。对所有入选文章进行审查，以确定其对本科护理知识中跨专业学习与模拟教学的贡献。
护理学院在本科护理项目中采用跨专业学习与模拟教学，在某些情况下与特定课程相关联。本综述共选取了9篇文章，其中8篇研究论文和1篇叙述性报告，均聚焦于协作与沟通。研究主要以护理专业和医学专业学生为参与者。纳入研究均未提及学生此前的跨专业学习与模拟教学经历。确定了四个关键主题：沟通、协作/团队合作、实践学习与角色理解以及沟通。
本综述突出了已识别的与跨专业学习与模拟教学相结合的教学策略相关的研究，该策略解决了本科护理项目中的沟通与协作问题。对跨专业学习与模拟教学实施情况的进一步研究可能有助于应对新出现的挑战。本综述所得信息可用于为未来的教育及教育发展提供参考。
