Nichols Alison, Wiley Steve, Morrell Briyana Ll, Jochum Jessica E, Moore Elizabeth S, Carmack Jennifer N, Hetzler Kathleen E, Toon Jane, Hess Jacqueline L, Meer Michelle, Moore Shannon M
School of Occupational Therapy, University of Indianapolis, 1400 E. Hanna Ave., Indianapolis, IN 46227, USA. Tel 317-788-6178.
J Allied Health. 2019 Fall;48(3):159-166.
Academic healthcare programs are incorporating interprofessional education (IPE) into students' learning experiences in order to prepare students for optimal clinical practice. This paper describes a simulation-based learning experience (SBLE) designed to encourage students (n = 130) from six healthcare professions to learn more about interprofessional communication, roles and responsibilities of the healthcare team, and knowledge of interprofessional collaborative practice. Data analysis showed statistically significant differences in participants' perceptions of roles/responsibilities for collaborative practice (p = 0.001) and the patient outcomes from collaborative practice (p = 0.002). Additionally, participants identified the importance of holistic, patient-centered care, a greater understanding of the roles and responsibilities of healthcare team members, and a greater desire to participate in IPE activities. Utilizing SBLE with students in athletic training, nursing, occupational therapy, physical therapy, social work, and psychology led to positive perceptions of IPE and collaborative practice.
学术医疗项目正在将跨专业教育（IPE）纳入学生的学习体验中，以便让学生为最佳临床实践做好准备。本文描述了一种基于模拟的学习体验（SBLE），旨在鼓励来自六个医疗专业的学生（n = 130）更多地了解跨专业沟通、医疗团队的角色和职责以及跨专业协作实践知识。数据分析显示，参与者对协作实践的角色/职责的认知（p = 0.001）以及协作实践的患者结果（p = 0.002）存在统计学上的显著差异。此外，参与者认识到整体的、以患者为中心的护理的重要性，对医疗团队成员的角色和职责有了更深入的理解，并且更渴望参与跨专业教育活动。在运动训练、护理、职业治疗、物理治疗、社会工作和心理学专业的学生中使用基于模拟的学习体验，导致了对跨专业教育和协作实践的积极看法。
