Southall Thomas M, MacDonald Sandra
Faculty of Medicine, Memorial University of Newfoundland, St. John's, CAN.
School of Nursing, Memorial University of Newfoundland, St. John's, CAN.
Cureus. 2021 Jan 8;13(1):e12571. doi: 10.7759/cureus.12571.
Background Interprofessional education is directly linked to high-quality patient care, however, it remains unclear whether senior undergraduate medicine, nursing, and pharmacy students are ready for interprofessional education using high fidelity human patient simulators. Purpose The purpose of this study was to explore student's readiness for interprofessional learning and determine whether participation in high fidelity interprofessional education resulted in higher levels of readiness for interprofessional learning. Methods An interventional program starting with a pre-test before the program and a post-test after the program ends were designed with 24 students. The students were assigned to seven interprofessional teams. Each team participated in a high fidelity interprofessional education module designed to teach the clinical management of an adult patient experiencing acute anaphylaxis. The Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre and post-test instrument. Results Prior to participation, students reported a high level of readiness for interprofessional learning, but that readiness significantly improved after participation, including more positive attitudes towards teamwork, enhanced communication skills, and improved respect and trust for team members. Conclusions The findings from this study show a higher level of readiness for high fidelity interprofessional learning using human patient simulators among senior undergraduate medicine, nursing, and pharmacy students. These findings support the integration of high fidelity interprofessional education into undergraduate medicine, nursing, and pharmacy undergraduate education programs.
背景 跨专业教育与高质量的患者护理直接相关，然而，目前尚不清楚医学、护理和药学专业的高年级本科生是否准备好使用高仿真人体患者模拟器进行跨专业教育。目的 本研究的目的是探讨学生对跨专业学习的准备情况，并确定参与高仿真跨专业教育是否会提高跨专业学习的准备水平。方法 设计了一个干预项目，对24名学生进行项目开始前的预测试和项目结束后的后测试。学生们被分成7个跨专业团队。每个团队都参与了一个高仿真跨专业教育模块，该模块旨在教授一名成年急性过敏患者的临床管理。使用跨专业学习准备量表（RIPLS）作为预测试和后测试工具。结果 在参与之前，学生们报告说对跨专业学习有较高的准备水平，但参与后这种准备水平有了显著提高，包括对团队合作有更积极的态度、沟通能力增强以及对团队成员的尊重和信任有所改善。结论 本研究结果表明，医学、护理和药学专业的高年级本科生对使用人体患者模拟器进行高仿真跨专业学习有更高的准备水平。这些发现支持将高仿真跨专业教育纳入医学、护理和药学本科教育项目。
