School of Nursing, University of Michigan-Flint, Flint, United States
School of Nursing, University of Michigan-Flint, Flint, United States.
J Dr Nurs Pract. 2022 Feb 1;15(1):3-10. doi: 10.1891/JDNP-2021-0006.
Although interprofessional collaboration (IPC) has been discussed for over 40 years, in nursing education as well as the majority of health professionals, education continues to primarily take place in silos with curricula that is discipline specific. Educators need to implement models of education that are linked to collaborative practice and team-based care.
To introduce the principles from the Core Competencies for Interprofessional Collaborative Practice, the American Association of Colleges of Nursing Essentials of Doctoral Education for Advanced Nursing Practice and the National Organization of Nurse Practitioners Faculties Nurse Practitioner Core Competencies into the coursework. To demonstrate an application process for incorporating collaboration in their future nurse practitioner roles.
Students in the Doctor of Nursing Practice mental health nurse practitioner program participated in a set of assignments to develop essential knowledge and skills for integration of IPC into practice. A pretest-posttest design was used to evaluate student attitudes towards IPC following immersion in IPC subject matter and experiential learning with other healthcare providers working together to coordinate patient care.
There were significant findings for six of the 18 survey questions. This project can serve as an example for successful implementation of IPE in the nursing curricula.
尽管跨专业协作（IPC）已经讨论了 40 多年，但在护理教育以及大多数卫生专业人员中，教育仍然主要在孤岛中进行，课程是学科特定的。教育工作者需要实施与协作实践和基于团队的护理相关的教育模式。
将跨专业协作实践的核心能力、美国护理学院协会博士教育的基本原则以及国家护士从业者教师协会护士从业者核心能力引入课程。展示将协作融入未来护士从业者角色的应用过程。
参加护理实践博士心理健康护士从业者课程的学生参与了一系列作业，以培养将 IPC 整合到实践中的必要知识和技能。采用前测后测设计，评估学生在沉浸于 IPC 主题和与其他医疗保健提供者一起进行体验式学习以协调患者护理方面的态度。
18 个调查问题中有 6 个有显著发现。该项目可以作为在护理课程中成功实施 IPE 的范例。
