Berghout Tamara
Weber State University, 3875 Stadium Way, Dept. 3903, Office 418, Ogden, Utah, 84408, United States of America.
Nurse Educ Today. 2021 Mar;98:104745. doi: 10.1016/j.nedt.2021.104745. Epub 2021 Jan 9.
When healthcare professionals collaborate and communicate well, patients have better health outcomes. Nursing students need to learn interprofessional team skills before they graduate to succeed. Nurse educators are responsible for preparing students to function in interprofessional teams. However, many nursing programs, especially ones with fewer resources, struggle to teach interprofessional collaboration. Experts agree that the first step in implementing interprofessional education is to provide educators with faculty development. Despite this, little is known about if and how nurse educators are prepared to teach interprofessional concepts.
The purpose of this study was to explore nurse educator experiences regarding their preparation to teach interprofessional education and to explore how their preparation influenced their teaching.
A qualitative multiple case study approach was used to gather information regarding nurse educators' preparation to teach interprofessional education. Data were gathered from interviews and educational documents.
This study involved three different undergraduate RN programs located in the Western United States.
Data was gathered from three educators from each of the three different undergraduate nursing programs, for a total of nine participants.
Interview transcripts and educational documents were thematically analyzed using the Interprofessional Education Collaborative's core competencies as a framework.
None of the educators had participated in any type of formal faculty development to prepare them to teach interprofessional collaboration. Most had an incomplete understanding of interprofessional collaborative practice. Few were aware of the resources available to help them incorporate interprofessional collaboration into their curriculum. Although there were isolated instances where participants taught students communication or teamwork concepts, none of the programs explored had any formal interprofessional education in their curricula.
This study's findings support the need for faculty development if leaders expect nursing educators to teach interprofessional collaboration to students.
当医疗保健专业人员进行良好的协作与沟通时，患者会有更好的健康结果。护理专业学生在毕业前需要学习跨专业团队技能才能取得成功。护理教育工作者有责任让学生为在跨专业团队中发挥作用做好准备。然而，许多护理项目，尤其是资源较少的项目，在教授跨专业协作方面面临困难。专家们一致认为，实施跨专业教育的第一步是为教育工作者提供师资培训。尽管如此，对于护理教育工作者是否以及如何为教授跨专业概念做好准备，人们知之甚少。
本研究的目的是探讨护理教育工作者在为教授跨专业教育做准备方面的经历，并探讨他们的准备如何影响他们的教学。
采用定性多案例研究方法收集有关护理教育工作者为教授跨专业教育做准备的信息。数据来自访谈和教育文件。
本研究涉及美国西部的三个不同的本科注册护士项目。
从三个不同本科护理项目中的每个项目的三名教育工作者那里收集数据，共有九名参与者。
以跨专业教育协作组织的核心能力为框架，对访谈记录和教育文件进行主题分析。
没有一位教育工作者参加过任何类型的正式师资培训，以使他们能够教授跨专业协作。大多数人对跨专业协作实践的理解不完整。很少有人知道有哪些资源可以帮助他们将跨专业协作纳入课程。虽然有个别案例中参与者向学生传授了沟通或团队合作概念，但所研究的项目中没有一个在其课程中有任何正式的跨专业教育。
如果领导者期望护理教育工作者向学生教授跨专业协作，那么本研究的结果支持进行师资培训的必要性。
