Fusco Nicholas M, Foltz-Ramos Kelly
a Department of Pharmacy Practice , University at Buffalo School of Pharmacy and Pharmaceutical Sciences , Buffalo , New York , USA.
b Department of Biobehavioral Health and Clinical Sciences , University at Buffalo School of Nursing , Buffalo , New York , USA.
J Interprof Care. 2018 Sep;32(5):648-652. doi: 10.1080/13561820.2018.1496073. Epub 2018 Jul 6.
The purpose of this study was to evaluate the effects of interprofessional high-fidelity simulation-based learning (SBL) on third-year pharmacy and senior nursing students' perceptions of interprofessional care. Students participated in an interprofessional high-fidelity SBL experience consisting of two hospital-based scenarios followed by a debriefing. The "Student Perceptions of Interprofessional Clinical Education-Revised" (SPICE-R) instrument was administered pre- and post-SBL. The "Student Satisfaction and Self-Confidence in Learning" (SSSCL) instrument, which uses a 5-point Likert scale, was administered post-SBL. A total of 104 (78%) pharmacy and 93 (77%) nursing students completed both the pre- and post-survey instruments. Baseline differences between pharmacy and nursing students included number of clinical hours completed [200 (190-240) vs. 210 (209-210); p < 0.001] and previous/current experiencing working directly with other healthcare professionals [71 (53%) vs. 88 (73%); p < 0.001]. Median score increases were observed for all SPICE-R items (p < 0.01) for pharmacy students and nine of ten SPICE-R items (p < 0.01) for nursing students. All students rated both the experience and their confidence highly on the SSSCL; however, nursing scores were higher than pharmacy scores for 7 of 13 items (p < 0.05). An interprofessional high-fidelity SBL experience increased pharmacy and nursing students' perceptions of interprofessional care.
本研究的目的是评估基于高保真模拟学习（SBL）的跨专业学习对药学专业三年级学生和护理专业高年级学生对跨专业护理认知的影响。学生参与了一次跨专业高保真SBL体验，包括两个基于医院的场景，随后进行总结汇报。在SBL前后分别使用了“跨专业临床教育学生认知-修订版”（SPICE-R）工具。在SBL后使用了采用5点李克特量表的“学生学习满意度和自信心”（SSSCL）工具。共有104名（78%）药学专业学生和93名（77%）护理专业学生完成了前后两次调查问卷。药学专业学生和护理专业学生的基线差异包括已完成的临床小时数[200（190-240）对210（209-210）；p<0.001]以及之前/目前直接与其他医疗保健专业人员合作的经历[71（53%）对88（73%）；p<0.001]。观察到药学专业学生所有SPICE-R项目的中位数得分均有提高（p<0.01），护理专业学生十个SPICE-R项目中的九个项目的中位数得分也有提高（p<0.01）。所有学生在SSSCL上对体验和自信心的评价都很高；然而，在13个项目中的7个项目上，护理专业学生的得分高于药学专业学生（p<0.05）。一次跨专业高保真SBL体验提高了药学专业和护理专业学生对跨专业护理的认知。
