Zhou Xin-Yi, Wang Yan-Feng, Dou Chun-Xia, Tian Xiao-Ying, Su Jin, Chen Yan-Ya, Yan Feng-Xia, Yang Qiao-Hong, Wang Wenru
School of Nursing, Jinan University, Guangzhou, China.
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
BMC Nurs. 2022 Dec 19;21(1):362. doi: 10.1186/s12912-022-01108-5.
While single-method studies have reported on the effectiveness of simulated interprofessional teaching, our understanding of its full effects remains incomplete. Teaching design also provides no relevant theoretical guidance, which reduces the scientific quality and rigor of research. The purpose of this work was to study the effects of the simulated interprofessional education (SIPE) teaching model based on the 3P theory on the course of "Clinical Critical Thinking Training" through a convergent mixed method, and to provide the basis for future teaching design.
A convergent mixed-method design was used, which consisted of a survey and a semi-structured interview. Data collection took place from September 2021 to July 2022. A cluster sampling method was used to select 60 full-time nursing students from a school in China, and randomly divide them into a control group of 36 and an experimental group of 24. According to the principle of voluntary participation, 6 students majoring in clinical medicine and 6 students majoring in pharmacy were recruited to join the experimental group to form an interprofessional team. The students studied "Clinical Critical Thinking Training" together, in which the control group used traditional simulation teaching and the experimental group used SIPE. The CCTDI (California Critical Thinking Disposition Inventory) and AITCS-II Student (Assessment of Interprofessional Team Collaboration in Student Learning Scale) were used for quantitative evaluation before and after the course, and descriptive statistics and Mann-Whitney U test were used to compare the critical thinking and interprofessional collaboration skills of the two groups of students. Semi-structured interviews were used for qualitative evaluation. Thematic analysis was used to understand student development on the basis of inter-professional core competencies and learning experience.
The students' interprofessional cooperation abilities and critical thinking scores improved compared with the beginning of the course, but the scores of the experimental group were significantly higher than the control group (p < 0.05). Three themes emerged regarding simulated interprofessional teaching: clarifying team positioning, improving team efficiency, and optimizing the learning experience.
SIPE can build students' critical thinking, teamwork, and interprofessional core competencies, which makes it a useful teaching design.
虽然单一方法研究报告了模拟跨专业教学的有效性，但我们对其全面效果的理解仍不完整。教学设计也没有提供相关的理论指导，这降低了研究的科学性和严谨性。本研究旨在通过收敛性混合方法，研究基于3P理论的模拟跨专业教育（SIPE）教学模式对“临床批判性思维训练”课程的影响，并为未来的教学设计提供依据。
采用收敛性混合方法设计，包括一项调查和一次半结构化访谈。数据收集时间为2021年9月至2022年7月。采用整群抽样方法，从中国一所学校选取60名全日制护理专业学生，随机分为对照组36名和实验组24名。按照自愿参与原则，招募6名临床医学专业学生和6名药学专业学生加入实验组，组成跨专业团队。学生们一起学习“临床批判性思维训练”，其中对照组采用传统模拟教学，实验组采用SIPE。课程前后分别使用加州批判性思维倾向问卷（CCTDI）和学生跨专业团队协作学习评估量表（AITCS-II Student）进行定量评估，采用描述性统计和曼-惠特尼U检验比较两组学生的批判性思维和跨专业协作技能。采用半结构化访谈进行定性评估。采用主题分析法，基于跨专业核心能力和学习体验了解学生的发展情况。
与课程开始时相比，学生的跨专业合作能力和批判性思维得分有所提高，但实验组得分显著高于对照组（p < 0.05）。关于模拟跨专业教学出现了三个主题：明确团队定位、提高团队效率和优化学习体验。
SIPE可以培养学生的批判性思维、团队合作能力和跨专业核心能力，是一种有效的教学设计。
