临床沉浸式体验：一种促进护理专业与工程专业学生跨学科交流与创新的方法。
Clinical Immersion: An Approach for Fostering Cross-disciplinary Communication and Innovation in Nursing and Engineering Students.
作者信息
Geist Melissa J, Sanders Robby, Harris Kevin, Arce-Trigatti Andrea, Hitchcock-Cass Cary
机构信息
Author Affiliations: Professor (Dr Geist), School of Nursing; Assistant Professor (Dr Sanders), Department of Chemical Engineering; and Associate Director (Dr Harris), Center for Assessment and Improvement of Learning, Tennessee Technological University, Cookeville; Doctoral Candidate (Ms Arce-Trigatti), College of Education, Health, and Human Sciences, University of Tennessee, Knoxville; and Laboratory Coordinator (Ms Hitchcock-Cass), School of Nursing, Tennessee Technological University, Cookeville.
出版信息
Nurse Educ. 2019 Mar/Apr;44(2):69-73. doi: 10.1097/NNE.0000000000000547.
BACKGROUND
A faculty team from nursing and chemical engineering developed a course that brought together students from each discipline for cross-disciplinary, team-based clinical immersion and collaboration.
PROBLEM
Health care processes and devices are rapidly changing, and nurses are uniquely positioned to be bedside innovators to improve patient care delivery.
APPROACH
During each clinical immersion, the student teams rotated through various hospital units where they identified problems and worked together in the university's makerspace (iMaker Space) to design and build prototypes to improve health outcomes.
OUTCOMES
Data from the Critical thinking Assessment Test provided evidence of gains in critical-thinking and problem-solving skills, while the problems identified in the clinical setting and prototypes developed demonstrated the impact of bringing nursing and engineering students together to design innovations.
CONCLUSIONS
When challenged to identify authentic problems during their clinical immersion, the teams of nursing and engineering students proposed creative solutions and developed commercially viable prototypes.
背景
一个由护理和化学工程专业教师组成的团队开发了一门课程，该课程将来自各学科的学生聚集在一起，进行跨学科、基于团队的临床沉浸式学习与合作。
问题
医疗保健流程和设备正在迅速变化，护士在床边创新以改善患者护理服务方面具有独特的地位。
方法
在每次临床沉浸式学习期间，学生团队轮流在各个医院科室进行实习，在那里他们识别问题，并在大学的创客空间（iMaker Space）共同努力设计和制造原型，以改善健康状况。
成果
批判性思维评估测试的数据证明了学生在批判性思维和解决问题能力方面的提升，而在临床环境中识别出的问题以及开发的原型展示了将护理专业和工程专业学生聚集在一起进行创新设计的影响。
结论
当护理专业和工程专业的学生团队在临床沉浸式学习中面临识别真实问题的挑战时，他们提出了创造性的解决方案，并开发出了具有商业可行性的原型。
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