Aase Ingunn, Tjoflåt Ingrid, Hjorthaug Urstad Kristin
Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway.
SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway.
BMC Nurs. 2021 Nov 22;20(1):235. doi: 10.1186/s12912-021-00747-4.
Interprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals. Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies. Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students' competence in interprofessional teamwork when participating in huddles. The aim of the pilot study was to explore nursing students' experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital.
This qualitative and exploratory pilot study used focus group interviews. Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis.
The analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one's own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic.
Findings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings.
跨专业团队合作对于提升医疗保健绩效和减少不良事件至关重要。日常碰头会是医院护士与医生之间跨专业互动和交流的重要场所。尽管碰头会在临床实践中根深蒂固，但在护理教育项目中似乎并非优先领域。传统上，护理专业学生是在临床学习中学习参与碰头会。因此，需要学习工具为护理专业学生提供有质量保证的培训，以提高他们对跨专业团队合作的准备，并加强教育机构与实践领域之间的联系。在本研究中，我们开发并测试了一个播客，以提高护理专业学生在参与碰头会时的跨专业团队合作能力。该试点研究的目的是探索护理专业学生在医院临床实践学习期间将以碰头会为重点的播客作为学习工具的体验。
这项定性和探索性试点研究采用了焦点小组访谈。纳入了11名在一家医院病房实习期间收听了该播客的三年级护理专业学生。对访谈进行了内容分析。
分析确定了焦点小组访谈中所有参与者都认同的四个类别：1. 了解自己在碰头会中的角色；2. 被鼓励发言；3. 将碰头会用作灵活的学习工具；4. 真实但并非总是现实的。
研究结果表明，以碰头会为重点的播客似乎对护理专业学生学习跨专业团队合作很有价值。该播客似乎特别有助于学生了解自己的角色并在碰头会中发言。播客学习工具灵活性方面的积极体验有望在其他教育环境中使用。
