School of Nursing, University of Louisville, Louisville, KY 40202, United States.
School of Nursing, University of Louisville, Louisville, KY 40202, United States.
Nurse Educ Today. 2018 Jul;66:25-32. doi: 10.1016/j.nedt.2018.03.021. Epub 2018 Mar 27.
In response to the growing body of evidence supporting the need for expanded interprofessional education among health professions, an interprofessional education program, based on the Interprofessional Education Collaborative Core Competencies, was piloted with nurse practitioner and dental students.
The purpose of this pilot study was to evaluate a technology enhanced interprofessional education program focused on the oral-systemic health connection for nurse practitioner and dental students.
A two-group comparative study using cross-sectional data and a quasi-experimental one-group pre-test/post-test design were used to evaluate students' knowledge of IPE core competencies, attitudes toward interprofessional education and interdisciplinary teamwork, and self-efficacy in functioning as a member of an interdisciplinary team.
This program was implemented with master of science in nursing students pursuing a primary care nurse practitioner (NP) degree and dental students at a large urban academic health sciences center. Cohort 1 (N = 75) consisted of NP (n = 34) and dental students (n = 41) at the end of their degree program who participated in a one-time survey. Cohort 2 (N = 116) was comprised of second-year NP students (n = 22) and first-year dental students (n = 94) who participated in the IPE program.
Students participated in a multi-faceted educational program consisting of technology- enhanced delivery as well as interactive exercises in the joint health assessment course. Data were collected prior to the initiation and at the conclusion of the program.
Nurse practitioner and dental students who participated in the program had better self-efficacy in functioning as a member of an interdisciplinary team than graduating students who did not participate. Students from both nursing and dentistry who participated in the program had significantly improved self-efficacy in functioning in interprofessional teams from pre- to post-test.
An interprofessional education program can be a valuable addition to the health professions curriculum of nurse practitioner and dental students. Care must be taken to address logistical issues when working with students in different academic programs.
为响应越来越多的证据支持扩大卫生专业人员之间的跨专业教育的需求，一个基于跨专业教育合作核心能力的跨专业教育计划，与护士从业者和牙科学生一起进行了试点。
本研究的目的是评估一个以口腔-系统健康联系为重点的、面向护士从业者和牙科学生的技术增强型跨专业教育计划。
采用两组比较研究，使用横断面数据和准实验性单组前测-后测设计，评估学生对跨专业教育核心能力的认识、对跨专业教育和跨学科团队合作的态度，以及作为跨学科团队成员的自我效能感。
该计划在一所大型城市学术健康科学中心实施，对象是护理专业硕士研究生（攻读初级保健护士从业者 [NP] 学位）和牙科学生。第 1 组（N=75）由在学位课程结束时参与一次性调查的 NP（n=34）和牙科学生（n=41）组成。第 2 组（N=116）由第 2 年的 NP 学生（n=22）和第 1 年的牙科学生（n=94）组成，他们参加了跨专业教育计划。
学生们参加了一个多方面的教育计划，包括技术增强型课程以及在联合健康评估课程中的互动练习。在项目开始前和结束时收集数据。
与未参加该项目的毕业生相比，参加该项目的护士从业者和牙科学生在作为跨学科团队成员的自我效能方面表现更好。参加该项目的护理和牙科学生的自我效能感在从预测试到后测试的过程中都有显著提高。
跨专业教育计划可以成为护士从业者和牙科学生的健康专业课程的有价值的补充。在与不同学术项目的学生合作时，必须注意解决后勤问题。
