Universidad de Santiago de Chile,
Universidad Nacional de Colombia,
Invest Educ Enferm. 2020 Jul;38(2). doi: 10.17533/udea.iee.v38n2e06.
This work sought to know the state of the art related to the theme of Interprofessional Education (IPE) in the training of Nursing and Medical students and the level of evidence developed thus far.
This was an exploratory systematic review, declared as scoping review by the Joanna Briggs Institute, JBI, in which a search was performed in Embase, Science direct, Pubmed-Medline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 by using the DeCS and MeSH terms of Interprofessional education, education research, healthcare professionals, nursing and medicine, selecting 39 original articles after carrying out the review process with the criteria by the JBI.
Four thematic nuclei emerged: Experiences and perceptions of interprofessional learning, Didactics related with IPE, Empirical indicators related with IPE, and Development of professional skills. The highest level of evidence is presented by the articles dealing with didactics; on the contrary, no articles were found that dealt with topics related with early inclusion of IPE in the medical and nursing curricula, which are currently necessary to complement the focus of patient-centered care.
The thematic nuclei show that the level of evidence in the literature is varied, although mostly descriptive in scope, highlighting the development of professional skills as a result of interprofessional education.
本研究旨在了解护理和医学专业学生的跨专业教育（IPE）培训主题的最新研究进展，以及迄今为止所开发的证据水平。
这是一项探索性系统评价，被 Joanna Briggs 研究所（JBI）确认为范围性综述。研究在 Embase、Science direct、Pubmed-Medline、Academic search complete、BVS、Scopus 和 ERIC 数据库中进行了检索，使用 DeCS 和 MeSH 术语“跨专业教育”、“教育研究”、“医疗保健专业人员”、“护理”和“医学”，对 2009 年至 2019 年的文献进行了限制，在完成 JBI 标准的审查程序后，共筛选出 39 篇原始文章。
出现了四个主题核心：跨专业学习的经验和看法、IPE 相关教学法、IPE 相关实证指标以及专业技能的发展。证据水平最高的是与教学法相关的文章；相反，没有发现涉及医学和护理课程中早期纳入 IPE 相关主题的文章，而目前这是补充以患者为中心的护理重点所必需的。
主题核心表明，文献中的证据水平各不相同，尽管大多数是描述性的，突出了跨专业教育对专业技能发展的影响。
