Iverson Lindsay, Bredenkamp Nancy, Carrico Cathy, Connelly Susan, Hawkins Kim, Monaghan Michael S, Malesker Mark
J Nurs Educ. 2018 Jul 1;57(7):426-429. doi: 10.3928/01484834-20180618-08.
We designed an interprofessional education (IPE) clinical simulation that paired nurse practitioner and pharmacy students. The objective was to evaluate the effect on attitudes of interprofessional collaborative learning and practice.
Perceptions were assessed using the Student Perceptions of Interprofessional Clinical Education-Revised instrument and reflection questions that assessed the simulation's effectiveness in requiring team knowledge and experience from each profession whether the experience improved individual student clinical performance, and how this team approach influenced patient outcomes.
Students believed that working with another health profession was educationally beneficial and should be a required experience; they also believed that this collaboration improved patient outcomes and satisfaction. Responses also indicated student ambiguity about their role in interprofessional care, and that clinical rotations were not the ideal setting for first professional interactions with others.
Students expressed satisfaction and increased awareness of the importance of collaboration to ensure patient safety. Increasing interprofessional education experiences prior to clinical rotations should be considered. [J Nurs Educ. 2018;57(7):426-429.].
我们设计了一项跨专业教育（IPE）临床模拟，将执业护士学生和药学专业学生配对。目的是评估对跨专业协作学习和实践态度的影响。
使用修订后的《跨专业临床教育学生认知量表》以及反思问题来评估认知，这些问题评估了模拟在要求每个专业具备团队知识和经验方面的有效性、该经历是否提高了学生个人的临床能力，以及这种团队方法如何影响患者结局。
学生们认为与另一个健康专业合作在教育上是有益的，应该是一项必修经历；他们还认为这种协作改善了患者结局和满意度。回答还表明学生对自己在跨专业护理中的角色感到模糊，并且临床轮转不是与他人进行首次专业互动的理想环境。
学生们表达了满意度，并提高了对协作以确保患者安全的重要性的认识。应考虑在临床轮转之前增加跨专业教育经历。[《护理教育杂志》。2018年；57(7):426 - 429。]
