Erin Hartnett, DNP, PPCNP-BC, CPNP, is Program Director, Rory Meyers College of Nursing, New York University; Judith Haber, PhD, APRN, FAAN, is the Ursula Springer Leadership Professor in Nursing, Rory Meyers College of Nursing, New York University; Peter Catapano, DDS, is Director, Pediatric Dental Clinic, Bellevue Hospital Center and Clinical Associate Professor, Department of Pediatrics, School of Medicine and College of Dentistry, New York University; Nancy Dougherty, DMD, MPH, is Adjunct Clinical Associate Professor, Department of Pediatric Dentistry, College of Dentistry, New York University; Amr M. Moursi, DDS, PhD, is Professor and Chair, Department of Pediatric Dentistry, College of Dentistry, New York University; Ramin Kashani, DDS, is Clinical Assistant Professor, College of Dentistry, New York University, and Attending Pediatric Dentist, Bellevue Hospital Center; Cindy Osman, MD, is Clerkship Director of Pediatric Clerkship, Clinical Associate Professor of Pediatrics, School of Medicine, New York University, and Assistant Medical Director, Bellevue Pediatric Clinic; Courtney Chinn, DDS, MPH, is Clinical Associate Professor, Department of Pediatric Dentistry, College of Dentistry, New York University; and Abigail Bella, MPH, is Coordinator, Teaching Oral-Systemic Health, Rory Meyers College of Nursing, New York University.
J Dent Educ. 2019 Aug;83(8):878-886. doi: 10.21815/JDE.019.088. Epub 2019 Apr 22.
The aim of this study was to evaluate the effectiveness of an innovative pediatric interprofessional education clinical experience using oral-systemic health as the clinical population example for improving the self-reported interprofessional competencies of family nurse practitioner, dental, and medical students. The objectives of the interprofessional experience were for students to apply pediatric oral health assessment, identify the pediatric oral-systemic connection, and practice a team-based approach to improve oral-systemic outcomes. In spring 2015, fall 2015, and spring 2016, a total of 162 family nurse practitioner, dental, and medical students participated in this interprofessional experience at Bellevue Pediatric Outpatient Clinics together with a pediatric dental resident. Team members collaborated in reviewing the patient chart, taking the patient's medical and dental history, performing an oral assessment, applying fluoride varnish, and providing education and anticipatory guidance. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used as a pretest and posttest to evaluate the degree to which students perceived changes in their attitudes about interprofessional competencies following the learning experience. In the results, all students had improved mean scores from pretest to posttest after the experience, and these changes were statistically significant for all students: nurse practitioner (p<0.01), dentistry (p<0.01), and medicine (p<0.001). The mean change from pretest to posttest was statistically significant for each of the six interprofessional competency domains (p<0.01). In both pediatric dental and primary care settings, the changes from pre- to posttest were significant (p<0.001). The experience was similarly effective for all groups of students in increasing their attitudes about interprofessional collaboration. These findings suggest that a clinical approach can be an effective strategy for helping health professions students develop interprofessional competence.
本研究旨在评估一种创新的儿科跨专业教育临床体验的效果，以口腔-全身健康为临床人群范例，提高家庭护士从业者、牙科和医学生的自我报告跨专业能力。该跨专业体验的目标是让学生应用儿科口腔健康评估、识别儿科口腔-全身联系，并实践团队合作方法，以改善口腔-全身结果。在 2015 年春季、2015 年秋季和 2016 年春季，共有 162 名家庭护士从业者、牙科和医学生与一名儿科牙科住院医师一起在贝尔维尤儿科门诊参与了这一跨专业体验。团队成员合作审查患者图表、获取患者的医疗和牙科病史、进行口腔评估、应用氟化物漆，并提供教育和预期指导。使用跨专业协作能力获得量表（ICCAS）作为预测试和后测试，以评估学生在学习体验后对跨专业能力态度变化的程度。结果显示，所有学生在体验后，从预测试到后测试的平均得分均有所提高，且所有学生的变化均具有统计学意义：护士从业者（p<0.01）、牙科（p<0.01）和医学（p<0.001）。从预测试到后测试的平均变化在六个跨专业能力领域均具有统计学意义（p<0.01）。在儿科牙科和初级保健环境中，从预测试到后测试的变化均具有统计学意义（p<0.001）。该体验对所有学生群体增加对跨专业合作的态度同样有效。这些发现表明，临床方法可能是帮助健康专业学生发展跨专业能力的有效策略。
