Department of Nursing, Winona State University , Winona, MN, USA.
J Interprof Care. 2021 Jan-Feb;35(1):92-100. doi: 10.1080/13561820.2019.1710117. Epub 2020 Feb 3.
The clinical learning environment significantly affects students' preparedness to enter practice. Nursing programs may struggle securing relevant clinical sites necessary for student learning and meeting accreditation standards. Programs must be creative in developing community-based experiences that facilitate students' learning. However, authentic interprofessional practice is often missing. We evaluated how an interprofessional clinical education model provided preventive health services through a faculty-student-led clinic and delivered an effective avenue to educate health profession students while serving the community. The model was implemented as a pilot project over the course of one semester. We used mixed-methods to analyze data from pre/post-instruments and focus groups to gain a comprehensive understanding of the effect of the model on students, faculty, and the community. Student growth in interprofessional competencies, measured with the Interprofessional Education Collaborative Self-Assessment Tool and the Interprofessional Socialization and Valuing Scale, indicates significant difference pre/post-participation. Four themes were identified from the focus groups highlighting the impact of the clinical education model: interprofessional teamwork, an unorthodox learning environment, delivery of primary and secondary prevention in the community, and reaching underserved populations. This clinical education model has promising utility in providing an interprofessional clinical learning environment while serving the community.
临床学习环境对学生进入实践的准备情况有重要影响。护理专业可能难以确保学生学习和满足认证标准所需的相关临床场所。各专业必须创造性地开发社区体验式学习，以促进学生的学习。然而，真正的跨专业实践往往缺失。我们评估了一种通过教师和学生主导的诊所提供预防保健服务的跨专业临床教育模式，以及为教育医疗专业学生和服务社区提供有效途径的效果。该模式在一个学期内作为试点项目实施。我们使用混合方法，通过预/后测工具和焦点小组分析数据，全面了解该模式对学生、教师和社区的影响。学生的跨专业能力成长，通过跨专业教育合作自我评估工具和跨专业社会化与价值观量表来衡量，表明参与前后有显著差异。从焦点小组中确定了四个主题，突出了临床教育模式的影响：跨专业团队合作、非传统的学习环境、在社区提供初级和二级预防以及服务未得到充分服务的人群。这种临床教育模式在为社区提供服务的同时，为提供跨专业临床学习环境提供了有前途的效用。
