Shon Soonyoung, Jeon Hyejin, Hwang Heejin
Assistant Professor, College of Nursing, Keimyung University, Daegu, Korea.
Graduate Student, College of Nursing Science, Kyung Hee University, Seoul, Korea.
Child Health Nurs Res. 2021 Apr;27(2):111-126. doi: 10.4094/chnr.2021.27.2.111. Epub 2021 Apr 30.
This study was conducted to explore the core educational components of interprofessional education (IPE) for pediatric emergencies to establish a basis for interprofessional simulation education.
Using Whittemore and Knafl's integrative review method, we searched for studies in PubMed, Embase, Cochrane Library, CINAHL, and four South Korean databases (RISS, NDSL, DBpia, and KISS).
We identified 21 studies on the general characteristics of IPE in pediatric emergency situations and integrated the core components of IPE according to a PRISMA flowchart. Three core components were identified (individual-competent professionals, team-cooperative professions, and outcome-optimal achievement), with the subthemes of role and responsibility, clinical judgment, performance, leadership, communication, teamwork, patient safety, and quality improvement.
We recommend that IPE pediatric emergencies should contain the three dimensions of these core components to enhance individual and team performance and to promote optimal achievement in terms of patient outcomes. IPE programs should consider these characteristics and include a valid tool for evaluating the programs' effectiveness.
本研究旨在探索儿科急诊跨专业教育（IPE）的核心教育组成部分，为跨专业模拟教育奠定基础。
采用惠特莫尔和克纳夫的综合评价方法，在PubMed、Embase、Cochrane图书馆、CINAHL以及四个韩国数据库（RISS、NDSL、DBpia和KISS）中检索相关研究。
我们确定了21项关于儿科急诊情况下IPE一般特征的研究，并根据PRISMA流程图整合了IPE的核心组成部分。确定了三个核心组成部分（个体胜任的专业人员、团队合作的专业人员和结果最优的达成），其主题包括角色与责任、临床判断、表现、领导力、沟通、团队合作、患者安全和质量改进。
我们建议儿科急诊的IPE应包含这些核心组成部分的三个维度，以提高个人和团队表现，并在患者结局方面促进最优达成。IPE项目应考虑这些特征，并包括一个评估项目有效性的有效工具。
