Olsen Jeanette M, Warring Sarah L
J Nurs Educ. 2018 Feb 1;57(2):101-105. doi: 10.3928/01484834-20180123-07.
The health impact of adverse childhood experiences (ACEs) is significant. Nurses need knowledge and must work in multidisciplinary teams to address this problem. This study examined the effects of an interprofessional education (IPE) activity with nonhealth care students on associate degree nursing (ADN) students' ACEs knowledge and perspectives on IPE.
The mixed-methods approach used a quasi-experimental pretest-posttest design with an intervention and control group and thematic analysis of focus group data.
Readiness for Interprofessional Learning scale mean scores indicated positive baseline IPE perspectives. Scores changed minimally for most measures in both the intervention and control groups on posttest. However, four major relevant themes related to ACEs knowledge and two related to interprofessional learning were identified.
IPE with nonhealth care students is an effective way to teach ADN students about ACEs and infuse interprofessional learning in a nonuniversity setting. However, outcomes are best captured with qualitative data. [J Nurs Educ. 2018;57(2):101-105.].
童年不良经历（ACEs）对健康的影响重大。护士需要相关知识，且必须在多学科团队中开展工作以解决这一问题。本研究探讨了与非医护专业学生开展的跨专业教育（IPE）活动对护理学副学士学位（ADN）学生的ACEs知识及对IPE的看法的影响。
混合研究方法采用了带有干预组和对照组的准实验前后测设计，并对焦点小组数据进行了主题分析。
跨专业学习准备度量表的平均得分表明，IPE的基线看法呈积极态势。干预组和对照组在大多数指标的后测中得分变化极小。然而，确定了与ACEs知识相关的四个主要相关主题以及与跨专业学习相关的两个主题。
与非医护专业学生开展IPE是向ADN学生传授ACEs知识并在非大学环境中融入跨专业学习的有效方式。然而，定性数据能最好地体现结果。[《护理教育杂志》。2018年；57(2):101 - 105。]
