University of Technology Sydney, Graduate School of Health (Pharmacy), 100 Broadway, Chippendale, Building 20, Level 9, Room 20, Sydney, NSW, 2008, Australia.
University of Technology Sydney, Faculty of Health (Nursing), Building 10, 235 Jones St, Ultimo, Sydney, NSW, 2007, Australia.
Res Social Adm Pharm. 2020 Oct;16(10):1379-1386. doi: 10.1016/j.sapharm.2020.01.012. Epub 2020 Jan 31.
Interacting and engaging with other health care professionals can enhance communication and collaboration within the multidisciplinary healthcare team, contributing to improved patient safety and patient outcomes.
To explore the student learning experience utilizing the Reflective Interprofessional Education Model (RIPE) model of interprofessional learning.
Qualitative study utilizing data from seven (7) focus groups sessions. Data were transcribed verbatim using a transcribing service; and analyzed using Braun and Clarke's 6-phase process for thematic analysis.
Fifty-five Master of Pharmacy pre-licenced students (male n = 25; female: n = 30) participated in the study. The 7 focus groups consisted of 6-8 participants ranging between 18 and 28 min in duration. Thematic analysis generated four key themes: (i) Time management: managing interruptions in a time pressured acute care environment is challenging but necessary; (ii) Learning the Lingo: patient-centered communicating and engaging patients and family in care; (iii) Communication: developing interprofessional communication as a vital skill for healthcare professionals; and (iv) Teamwork: recognizing the importance of teamwork, relationships and respect.
Students found the simulated, acute care setting challenging for effective communication and collaboration with other health professional team members. It was also perceived that critical patient information can be lost or misinterpreted if there is poor interprofessional communication and collaboration, contributing to iatrogenesis and poor patient outcomes. Effective collaboration was perceived to be beneficial to enhancing confidence with engagement and communication, appreciation and respect for the expertise of other healthcare professions.
与其他医疗保健专业人员互动和协作可以增强多学科医疗团队内部的沟通和协作，有助于提高患者安全性和改善患者预后。
探索学生利用跨专业学习的 Reflective Interprofessional Education Model（RIPE）模型的学习体验。
采用定性研究方法，利用来自七个焦点小组会议的数据。使用转录服务对数据进行逐字转录；并使用 Braun 和 Clarke 的 6 阶段主题分析过程进行分析。
55 名药学硕士预执业学生（男性 n=25；女性：n=30）参加了这项研究。7 个焦点小组由 6-8 名参与者组成，持续时间为 18 至 28 分钟。主题分析产生了四个关键主题：（i）时间管理：在时间紧迫的急性护理环境中管理干扰是具有挑战性但必要的；（ii）学习行话：以患者为中心的沟通和参与患者和家属的护理；（iii）沟通：作为医疗保健专业人员的重要技能发展跨专业沟通；以及（iv）团队合作：认识到团队合作、关系和尊重的重要性。
学生发现模拟的急性护理环境对与其他卫生专业团队成员进行有效沟通和协作具有挑战性。如果跨专业沟通和协作不佳，还会导致医疗差错和患者预后不良，从而导致重要的患者信息丢失或误解。有效的协作被认为有利于增强与参与和沟通、对其他医疗保健专业的专业知识的欣赏和尊重的信心。
