Costa Marion Alexandra Daniela, Pereira Leonardo Costa, Lucia Moura Pinho Diana
Program of post-graduation in Science and Health Technology, University of Brasília (Unb), Brasília, Brazil.
J Interprof Care. 2025 Jan-Feb;39(1):14-21. doi: 10.1080/13561820.2022.2147153. Epub 2023 Jan 6.
This study examined the effect of simulation on readiness for collaborative practice and learning using a randomized-controlled trial design that used the same education protocol with interprofessional and uniprofessional groups. The sample consisted of 43 students from four different majors. The students were assessed with the Readiness for Interprofessional Learning Scale, and a care plan measurement instrument. The interprofessional group showed a small increase (0.1 ± 0.43; p = .02) in readiness for teamwork and collaboration; the uniprofessional group showed a smaller increase for teamwork and collaboration (0.04 ± 0.31; p = .04) and for patient-centred care (0.0 ± 0.35; p = .01). The enriching work of interprofessional learning was evident within the care plan activity, suggesting that interprofessional simulation is an effective learning method for interprofessional education.
本研究采用随机对照试验设计，对跨专业和非跨专业小组使用相同的教育方案，考察模拟对协作实践准备度和学习的影响。样本包括来自四个不同专业的43名学生。使用跨专业学习准备度量表和护理计划测量工具对学生进行评估。跨专业小组在团队合作与协作的准备度方面有小幅提高（0.1±0.43；p = 0.02）；非跨专业小组在团队合作与协作方面的提高幅度较小（0.04±0.31；p = 0.04），在以患者为中心的护理方面的提高幅度也较小（0.0±0.35；p = 0.01）。跨专业学习的丰富作用在护理计划活动中很明显，这表明跨专业模拟是跨专业教育的一种有效学习方法。
