Senior Lecturer in Mental Health, University of Huddersfield, United Kingdom.
Senior Lecturer in Podiatry, University of Huddersfield, United Kingdom.
Nurse Educ Today. 2022 Sep;116:105439. doi: 10.1016/j.nedt.2022.105439. Epub 2022 Jun 14.
To explore how inter-professional collaboration in the teaching and learning of research skills prepares undergraduate students for their professional roles in healthcare via an evaluation of inter-professional research modules from the student perspective.
Participants were selected from a university in the North of England where all undergraduate Healthcare students were taught Research and Evidence Based Practice (EBP) through interprofessional education (n = 400).
Quantitative data was collected using an adapted Attitudes Towards Interprofessional Education Scale and internally-designed pilot instruments. Qualitative data was also collected via open comment to evaluate the taught research module.
50 students completed the survey pre-module and 49 students completed the survey post-module. The participants' views towards inter-professional education (IPE) are generally positive: the median responses of 4 single-item measures assessing inter-professional learning on 7-point Likert scales were 5 or above (where higher scores represented more positive perceptions). Scores on the Attitudes towards Interprofessional Education scale also generally represented positive opinions, with a mean post-test score of 58.8 on a scale from 5 to 75, with higher scores indicating greater levels of positivity. No evidence for a statistically significant improvement from the pre- to post- 3rd year experience of the IPE/research theme was revealed. Qualitative data identified six themes: promoting team working, developing awareness of other health care professional's roles, polarising research and practice, multidisciplinary team (MDT) working or not working, logistical issues and developing research skills.
This study raised questions about the appropriateness of "unnatural" pairings for undertaking research projects. Whilst the students valued working together in the research process, they do not appear to have perceived a universal benefit to their inter-professional clinical practice.
通过评估学生视角下的跨专业研究模块，探讨研究技能的跨专业教学和学习如何使本科医学生为其在医疗保健领域的专业角色做好准备。
参与者选自英格兰北部的一所大学，该校所有本科医疗保健专业学生都通过跨专业教育（n=400）学习研究和循证实践（EBP）。
使用经过改编的跨专业教育态度量表和内部设计的试点工具收集定量数据。还通过开放式评论收集定性数据，以评估所教授的研究模块。
50 名学生在模块前完成了调查，49 名学生在模块后完成了调查。参与者对跨专业教育（IPE）的看法总体上是积极的：在 7 点李克特量表上评估跨专业学习的 4 个单项措施的中位数反应为 5 或以上（得分越高表示看法越积极）。跨专业教育态度量表的得分也普遍代表了积极的观点，在 5 到 75 的量表上平均后测得分为 58.8，得分越高表示积极性越高。从 IPE/研究主题的第三年经验的前测到后测，没有发现统计学上显著改善的证据。定性数据确定了六个主题：促进团队合作、提高对其他卫生保健专业人员角色的认识、使研究和实践两极分化、多学科团队（MDT）工作或不工作、后勤问题和发展研究技能。
本研究提出了关于进行研究项目时“不自然”配对的适当性问题。尽管学生重视在研究过程中合作，但他们似乎并没有普遍认为对他们的跨专业临床实践有普遍的好处。
