“三个臭皮匠，顶个诸葛亮”- 利用 RIPE 学习模式，探讨药学与护理专业学生对跨专业合作的看法。

"Two heads are better than one"- pharmacy and nursing students' perspectives on interprofessional collaboration utilizing the RIPE model of learning.

机构信息

University of Technology Sydney, Graduate School of Health (Pharmacy), 67 Thomas Street, Ultimo, Sydney, NSW, 2007, Australia.

University of Technology Sydney, Building 10, 235 Jones St, Ultimo, Sydney, NSW, 2007, Australia.

出版信息

Res Social Adm Pharm. 2020 Jan;16(1):25-32. doi: 10.1016/j.sapharm.2019.01.019. Epub 2019 Feb 7.

DOI:10.1016/j.sapharm.2019.01.019

PMID:30797729

Abstract

BACKGROUND

Simulation is an effective strategy for enhancing interprofessional education (IPE) and collaboration (IPC).

OBJECTIVES

A novel interprofessional learning model, The RIPE Model (Reflective Interprofessional Education Model) was applied for a pilot study during a simulation laboratory aimed to (i) enhance pharmacy and nursing students' understanding of the roles and responsibilities of professions within the multidisciplinary healthcare team; and (ii) enhance the importance of working collaboratively in team-based care.

METHODS

The pilot study using a mixed-methods approach, including the administration of a 6-item student survey on a 6-point Likert-type scale as a pre-test (prior to participation in the simulation laboratory) and post-test (after participation in the simulation laboratory), and a debriefing session eliciting a follow up written reflective statement.

RESULTS

Sixty-four students (n = 56 pharmacy; n = 8 nursing) participated in the study which resulted n = 52 pharmacy students and n = 8 nursing students matched data to a pre-test and post-test survey, analyzed via paired t-tests. Statistically significant results (p < 0.05) reported a positive increase in pharmacy students' perceptions from the pre-test and post-test survey for all six items indicating the extent of agreement of IPC; and for one item on the nursing student survey. Qualitative analysis of reflective statements (n = 62) was conducted via thematic analysis utilizing Braun and Clarke's 6-phase process. Thematic analysis generated one overarching theme: IPC: Developing appreciation and respect for healthcare team members to improve patient outcomes; and three subthemes: (i) Enhanced decision-making; (ii) Communication and collaboration; (iii) New understandings of roles and responsibilities.

CONCLUSIONS

Students perceived that utilizing the RIPE Model of learning involving simulation to enhance interprofessional collaboration assisted their understanding of the roles, functions and responsibilities of other healthcare professionals involved the patient care team. Effective collaboration was perceived to be beneficial to enhancing confidence with engagement and communication, appreciation and respect for the expertise of other healthcare professions.

摘要

背景

模拟是增强跨专业教育（IPE）和协作（IPC）的有效策略。

目的

应用一种新的跨专业学习模式，即反思性跨专业教育模式（RIPE 模型），对一个模拟实验室进行试点研究，旨在：（i）增强药学和护理学生对多学科医疗团队中各专业角色和职责的理解；（ii）增强团队合作在团队护理中的重要性。

方法

采用混合方法研究，包括在模拟实验室参与之前（预测试）和之后（后测试）对 6 项 6 点李克特量表的学生调查，以及在汇报会上引出后续书面反思陈述。

结果

共有 64 名学生（n=56 名药学；n=8 名护理）参与了这项研究，其中 n=52 名药学学生和 n=8 名护理学生的预测试和后测试调查数据相匹配，通过配对 t 检验进行分析。统计学分析显示，药学学生的六个项目的 IPC 感知呈显著正向增加（p<0.05）；护理学生的一个项目的感知也呈显著正向增加。对 62 份反思陈述的定性分析采用 Braun 和 Clarke 的 6 阶段过程进行主题分析。主题分析产生了一个总体主题：IPC：培养对医疗团队成员的欣赏和尊重，以改善患者的治疗效果；以及三个子主题：（i）增强决策能力；（ii）沟通与协作；（iii）对角色和职责的新认识。