Blakely Michelle L, Biehle Lauren
Department of Pharmaceutical Sciences, University of Wyoming, School of Pharmacy, 1000 E. University Ave, Laramie, WY 82071, United States of America.
Department of Pharmacy Practice, University of Wyoming, School of Pharmacy, 1000 E. University Ave, Laramie, WY 82071, United States of America.
Explor Res Clin Soc Pharm. 2021 Aug 11;3:100059. doi: 10.1016/j.rcsop.2021.100059. eCollection 2021 Sep.
Interprofessional education (IPE) provides unique opportunities for students to better understand their roles, roles of other healthcare professionals, and prepare for teamwork for patient benefit. Interprofessional team education is recognized as a key element in the 2016 ACPE standards.
Assess student self-perceived competence in four IPEC domains after an inpatient simulation activity.
Pre/post-test design used the Interprofessional Education Collaborative Competency Survey. The activity included medical, nursing, social work, and pharmacy students working in healthcare teams to develop collaborative treatment plans for simulated patients with altered mental status.
Ninety-seven health profession students completed the activity, while 49 second-year (P2) student pharmacists participated in the study. All completed a pre-test and 47/49 (96%) completed a post-test. At pre-test, students ranked themselves highest in abilities to respect patient privacy (100% strongly agree) and acting with honesty and integrity in relationships (100% strongly agree). They reported lower ability in describing team development process. At post-test, significant increases were seen in managing ethical dilemmas ( < .002) and respect ( = .49), though decreases were seen in using appropriate or respectful language ( < .02).
Significant differences in student perceptions of ethics and communication were observed after participation in a transition of care inpatient IPE simulation.
跨专业教育（IPE）为学生提供了独特的机会，使他们能够更好地理解自己的角色、其他医疗保健专业人员的角色，并为实现患者受益的团队合作做好准备。跨专业团队教育被认为是2016年药学教育认证委员会（ACPE）标准的关键要素。
在住院模拟活动后，评估学生在四个跨专业实践核心能力（IPEC）领域的自我认知能力。
采用前测/后测设计，使用跨专业教育协作能力调查问卷。该活动包括医学、护理、社会工作和药学专业的学生在医疗团队中合作，为模拟的精神状态改变患者制定协作治疗计划。
97名健康专业学生完成了该活动，49名二年级（P2）药学专业学生参与了研究。所有人都完成了前测，47/49（96%）完成了后测。在前测中，学生们在尊重患者隐私的能力（100%强烈同意）和在人际关系中诚实正直行事的能力（100%强烈同意）方面给自己的评分最高。他们报告在描述团队发展过程方面能力较低。在后测中，在处理伦理困境（<.002）和尊重（=.49）方面有显著提高，尽管在使用恰当或尊重的语言方面有所下降（<.02）。
参与护理过渡住院IPE模拟后，学生在伦理和沟通认知方面存在显著差异。
