Community-Oriented Nursing Midwifery Research Center, Shahrekord University of Medical Sciences, Shahrekord, Iran.
Women Birth. 2018 Dec;31(6):e374-e379. doi: 10.1016/j.wombi.2018.02.006. Epub 2018 Mar 9.
Interprofessional learning is identified as one of the most innovative ways to encourage students of different disciplines to communicate with each other in interprofessional teams. A review of existing studies identified that inter-professional learning with nursing and midwifery students learning together had not previously been reported.
This qualitative study sought to explore perceptions and experiences of midwifery students from interprofessional learning with nursing students.
This study was an exploratory qualitative study employing focus groups. Participants were 30 female students in the fourth year Bachelor of Midwifery at one university in Iran who undertook the surgical training course in midwifery in their seventh semester by inter-professional learning based on problem solving. Data were analysed according to the six steps of the concurrent thematic analysis method.
One main theme of challenging approach in learning emerged and two sub-themes 1) being challenged in a simulated clinical situation and 2) demonstrating professional knowledge.
Interprofessional learning by challenging students of various professions during shared interprofessional learning can be followed by positive outcomes such as improved critical thinking, interprofessional communication, teaching-learning motivation and independent learning.
跨专业学习被认为是鼓励不同学科的学生在跨专业团队中相互交流的最具创新性的方法之一。对现有研究的回顾表明，以前没有报道过护理和助产学学生一起进行跨专业学习的情况。
本定性研究旨在探讨助产学生对与护理学生进行跨专业学习的看法和体验。
这是一项探索性的定性研究，采用焦点小组。参与者是伊朗一所大学四年级的 30 名女性助产学生，她们在第七学期通过基于解决问题的跨专业学习接受了助产手术培训课程。根据并发主题分析方法的六个步骤对数据进行分析。
出现了一个主要的主题，即学习方法具有挑战性，并有两个子主题：1）在模拟临床环境中面临挑战，2）展示专业知识。
在共享跨专业学习中对不同专业的学生提出挑战，可以带来积极的结果，如提高批判性思维、跨专业沟通、教与学的动机和独立学习能力。
