School of Medical Education, Newcastle University, Cookson Building, Newcastle upon Tyne, NE2 1HH, UK.
Nuffield Department of Clinical Neurosciences, University of Oxford, Oxford, UK.
BMC Med Educ. 2020 Mar 4;20(1):65. doi: 10.1186/s12909-020-1971-6.
Participation in simulation-based interprofessional education (sim-IPE) may affect students' attitudes towards interprofessional learning (through gaining experience with others) and their professional identity (by increasing the 'fit' of group membership). We examined this in two questionnaire studies involving students from four universities in two areas of the UK.
Questionnaire data were collected before and after students took part in a sim-IPE session consisting of three acute scenarios. Questionnaires included the Readiness for Interprofessional Learning Scale (RIPLS) and measures of professional identity derived from the social identity theory literature. In Study 1, only identification with Professional Group (doctor or nurse) was measured, while in Study 2 identification with Student Group (medical or nursing student) and the immediate interprofessional Team worked with in the simulation were also measured. Linear mixed effects regression analysis examined the effect of the simulation session, and differences between medical and nursing students, sites and identity measures.
A total of 194 medical and 266 nursing students completed questionnaires. A five-item subset of RIPLS (RIPLS) was used in analysis. In both studies RIPLS increased for all groups following participation in sim-IPE, although this was larger for nursing students in Study 1. Nursing students had consistently higher RIPLS scores than medical students at one site. Effects of the session on identity varied between sites, and dimensions of identity. Notably, while positive emotions associated with group membership (Ingroup Affect) increased for Student Group, Professional Group and Team, the sense of belonging (Ingroup Ties) and importance (Centrality) of the group increased only for Team. Nursing students had consistently higher identification scores than medical students.
Participation in a sim-IPE session can improve attitudes towards interprofessional learning. It can also enhance professional identity, particularly as related to emotional aspects of group membership, with possible benefits for wellbeing. Changes in identification with the immediate Team suggest positive psychological consequences of ad hoc Team formation in the workplace. Differences between medical and nursing students suggest their differing opportunities to work with other professions during training may change baseline attitudes and identity. However, a single sim-IPE session can still have an additive effect.
参与基于模拟的跨专业教育（sim-IPE）可能会影响学生对跨专业学习的态度（通过获得与他人的经验）和他们的专业身份（通过增加群体成员身份的“契合度”）。我们在英国两个地区的四所大学的两项问卷调查研究中对此进行了研究。
在学生参加由三个急性场景组成的 sim-IPE 课程后，收集了问卷调查数据。问卷包括跨专业学习准备量表（RIPLS）和源自社会认同理论文献的专业身份衡量标准。在研究 1 中，仅测量了与专业群体（医生或护士）的认同，而在研究 2 中，还测量了与学生群体（医学生或护理学生）和模拟中立即合作的跨专业团队的认同。线性混合效应回归分析检验了模拟课程的效果，以及医学和护理学生、地点和身份衡量标准之间的差异。
共有 194 名医学专业学生和 266 名护理专业学生完成了问卷调查。分析中使用了 RIPLS 的五分量表（RIPLS）。在两项研究中，所有组在参与 sim-IPE 后 RIPLS 均有所增加，尽管护理学生在研究 1 中的增加幅度更大。在一个地点，护理学生的 RIPLS 分数始终高于医学学生。课程对身份的影响因地点和身份维度而异。值得注意的是，虽然学生群体的积极情绪（群体情感）增加了，但专业群体、团队的归属感（群体联系）和重要性（中心地位）仅增加了团队。护理学生的认同得分始终高于医学学生。
参与模拟 IPE 课程可以改善对跨专业学习的态度。它还可以增强专业身份，特别是与群体成员身份的情感方面相关，这可能对幸福感有益。与即时团队的认同变化表明，在工作场所临时组建团队可能会产生积极的心理后果。医学和护理学生之间的差异表明，他们在培训期间与其他专业合作的机会可能会改变他们的基本态度和身份。然而，单次 sim-IPE 课程仍然可以产生附加效果。
