Department of General Practice, Patan Academy of Health Sciences, Lalitpur, Nepal.
School of Nursing, Patan Academy of Health Sciences, Lalitpur, Nepal.
PLoS One. 2018 May 24;13(5):e0197161. doi: 10.1371/journal.pone.0197161. eCollection 2018.
This study explores the extent to which a one-week nursing rotation for medical students changed the interprofessional attitudes of the participating nurses and students. Third-year medical students worked with nurses before starting clinical rotations. Pre- and post-experience surveys assessing perceptions of mutual respect, nurse-doctor roles, and interprofessional communication and teamwork were given to 55 nurses and 57 students. The surveys consisted of qualitative questions and a Likert scale questionnaire that was analyzed using qualitative and quantitative content analyses. The response rate was 51/57 (89%) students and 44/55 (80%) nurse preceptors. Nurses reported that students met nurses' expectations by displaying responsibility, respect, effective communication, and an understanding of nursing roles. Medical students' narratives demonstrated two significant changes. First, their views of nurses changed from that of physician helpers to that of collaborative patient-centred professionals. Second, they began defining nursing not by its tasks, but as a caring- and communication-centred profession. Responses to Likert-scaled questions showed significant differences corresponding to changes described in the narrative. A one-week immersive clinical nursing rotation for medical students was a transformative way of learning interprofessional competencies. Learning in an authentic workplace during a clinical rotation engendered mutual respect between nurses and future doctors. Students' view of the role of nurses changed from nurses working for doctors with patients, to working with doctors for patients.
本研究探讨了为期一周的医学生护理轮转对参与轮转的护士和学生的跨专业态度产生影响的程度。三年级医学生在开始临床轮转之前与护士一起工作。在体验前后，向 55 名护士和 57 名学生发放了评估相互尊重、护士-医生角色、跨专业沟通和团队合作感知的调查问卷。调查包括定性问题和李克特量表问卷，采用定性和定量内容分析进行分析。学生的回应率为 51/57（89%），护士导师的回应率为 44/55（80%）。护士报告说，学生通过表现出责任感、尊重、有效沟通和对护理角色的理解，达到了护士的期望。医学生的叙述表明有两个重大变化。首先，他们对护士的看法从医生助手转变为以患者为中心的协作专业人员。其次，他们开始将护理定义为一种关爱和沟通为中心的职业，而不是以其任务来定义。对李克特量表问题的回答显示出与叙述中描述的变化相对应的显著差异。为期一周的沉浸式临床护理轮转为医学生提供了一种学习跨专业能力的变革性方式。在临床轮转期间，在真实的工作场所学习可以在护士和未来的医生之间建立相互尊重。学生对护士角色的看法从护士为患者与医生合作，转变为与医生一起为患者服务。
