Stephens Melanie, Ormandy Paula
a School of Nursing, Midwifery, Social Work and Social Science , University of Salford , Salford , England.
J Interprof Care. 2018 May;32(3):348-357. doi: 10.1080/13561820.2018.1425291. Epub 2018 Jan 25.
Interprofessional learning (IPL) can influence affective domain development of students through teaching activities that facilitate learning with, from, and about other professions. Current quantitative evidence offers limited explanation of how this learning is achieved within IPL programmes. This article tests a conceptual framework drawn from theories on IPL and affective domain development (attitudes, values, and behaviours) to explain what works for whom, when, and in what circumstances. The objectives of the study were twofold: to evaluate the impact of the IPL programme on the student's attitudes and values, and to identify behaviour changes in clinical practice towards interprofessional working. Using an action research approach, based in practice, an IPL programme was delivered over 6 weeks. Students from five professions, nursing, radiography, physiotherapy, social work, and podiatry (n = 63), participated over the two action research cycles and in semi-structured focus groups (n = 37). The recorded personal experiences of the IPL activities on the students were examined in relation to the type of activity; impact on the affective domain of learning (attitude, value, or behaviour) and self-reported outcome on application to their practice. Modification in affective domain development was measured to identification or internalisation stage for 30 of the students. Self-reported outcomes on application to practice included direct impact on patient care, personal resilience building, improved communication, and ability to challenge practice. This article presents a conceptual framework not evident in current research, in regard to what IPL works for whom, in what circumstances, and when. IPL activities that address a personal reward or incentive and are delivered over four weeks, imitating 'circles of care,' that explore self-assessment, team building, and reflection can lead to sustained change in values, attitudes, and behaviours.
跨专业学习（IPL）可以通过促进与其他专业一起学习、向其他专业学习以及了解其他专业的教学活动，来影响学生情感领域的发展。目前的定量证据对这种学习在IPL项目中是如何实现的解释有限。本文检验了一个从IPL理论和情感领域发展（态度、价值观和行为）中得出的概念框架，以解释什么对谁有效、何时有效以及在何种情况下有效。该研究的目标有两个：评估IPL项目对学生态度和价值观的影响，并确定临床实践中跨专业合作行为的变化。采用基于实践的行动研究方法，开展了为期6周的IPL项目。来自护理、放射学、物理治疗、社会工作和足病学五个专业的63名学生参与了两个行动研究周期以及半结构化焦点小组（37人）。根据活动类型，对记录的学生参与IPL活动的个人经历进行了考察；考察其对学习情感领域（态度、价值观或行为）的影响以及自我报告的应用于实践的结果。对30名学生情感领域发展的变化进行了测量，以确定处于认同阶段还是内化阶段。自我报告的应用于实践的结果包括对患者护理的直接影响、个人复原力的培养、沟通的改善以及挑战实践的能力。本文提出了一个当前研究中未体现的概念框架，涉及IPL对谁有效、在何种情况下有效以及何时有效。涉及个人奖励或激励且为期四周开展的IPL活动，模仿“护理圈”，探索自我评估、团队建设和反思，可以导致价值观、态度和行为的持续改变。
