Cannistraci Patricia, Kehm Bonny, Pieper Barbara B, Speerschneider Kim, Farber Stacey L, Storandt Barbara C
J Nurs Educ. 2018 Apr 1;57(4):225-228. doi: 10.3928/01484834-20180322-06.
This study investigated the effect of interprofessional educational (IPE) in a distance education setting on students' self-efficacy around the Interprofessional Collaborative Practice (IPEC) constructs.
Senior RN-to-Bachelor of Science nursing students, students from health sciences, and dietetic intern students participated in the IPE learning experience. A pre- postsurvey design measured the change in student self-efficacy in relation to the IPEC constructs of values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork.
In total, 92 students participated and 46 completed the pre-postsurvey. There were statistically significant changes in student self-efficacy across all constructs. Qualitative comments revealed themes of collaboration strengthening care, the value of exposure to different perspectives, and desire for commonly shared goals among the team.
Research on IPE in distance education lags behind IPE in traditional settings. This study revealed that IPE is attainable in distance education, with significant changes in student's self-efficacy. Self-efficacy is a key indicator of future behavior. [J Nurs Educ. 2018;57(4):225-228.].
本研究调查了远程教育环境下的跨专业教育（IPE）对学生围绕跨专业协作实践（IPEC）架构的自我效能感的影响。
护理学高级注册护士到理学学士学生、健康科学专业学生和营养学实习学生参与了IPE学习体验。一项前后测调查设计测量了学生在价值观与伦理、角色与职责、跨专业沟通以及团队与团队合作等IPEC架构方面自我效能感的变化。
共有92名学生参与，46名完成了前后测调查。所有架构的学生自我效能感均有统计学上的显著变化。定性评论揭示了协作加强护理、接触不同观点的价值以及团队中对共同目标的渴望等主题。
远程教育中IPE的研究落后于传统环境中的IPE。本研究表明，远程教育中可以实现IPE，学生的自我效能感有显著变化。自我效能感是未来行为的关键指标。[《护理教育杂志》。2018年；57(4):225 - 228。]
