Sweeney Haney Tina, Kott Karen, Rutledge Carolyn M, Britton Bruce, Fowler Christianne Nesbitt, Poston Rebecca D
Old Dominion University, 4608 Hampton Blvd, Norfolk VA 23529, USA.
Eastern Virginia Medical School, 825 Fairfax Ave, Norfolk, VA 2507, USA.
Int J Nurs Educ Scholarsh. 2018 Jan 19;15(1):/j/ijnes.2018.15.issue-1/ijnes-2017-0040/ijnes-2017-0040.xml. doi: 10.1515/ijnes-2017-0040.
Preparing health professional students for interprofessional collaborative practice, especially at a distance where provider shortages prevail remains difficult.
A two-week interprofessional education (IPE) immersion experience preparing students from 11 disciplines and four universities was implemented. Week-one, using online technology, students develop/present an interprofessional careplan for a complex patient. Students then meet face-to-face to conduct group interviews with two standardized patient dyads. Week-two, students develop a website for use of the patient dyads. Websites are presented to faculty and fellow students via an online virtual meeting space.
To date, 594 students have participated demonstrating capacity to: 1.effectively engage in interprofessional care, 2. utilize Telehealth to impact care and break down barriers of isolation, and 3. implement skills to advance healthcare.
IPE combined with Telehealth technology provides future providers with knowledge and skills for interprofessional care regardless of geographic barriers. Next Step: Integrate more technology using mobile devices and enhance the evaluation process.
让健康专业学生为跨专业协作实践做好准备，尤其是在医疗服务提供者短缺的偏远地区，仍然很困难。
开展了为期两周的跨专业教育（IPE）沉浸式体验活动，来自11个学科和4所大学的学生参与其中。第一周，学生利用在线技术为一名复杂患者制定并展示一份跨专业护理计划。然后，学生们面对面与两组标准化患者进行小组访谈。第二周，学生们为患者创建一个网站。网站通过在线虚拟会议空间展示给教师和其他同学。
到目前为止，已有594名学生参与，展示了他们具备以下能力：1. 有效地参与跨专业护理；2. 利用远程医疗影响护理并打破隔离障碍；3. 运用技能推动医疗保健发展。
IPE与远程医疗技术相结合，为未来的医疗服务提供者提供了跨专业护理的知识和技能，无论地理障碍如何。下一步：使用移动设备整合更多技术并加强评估过程。
