Sanko Jill S, Hartley Gregory W, Mckay Mary E, Drevyn Elsa M, Mandel David W, Gerber Kathryn S, Motola Ivette
Nursing, Walden University, Minneapolis, USA.
Education, MGH Institute of Health Professions, Boston, USA.
Cureus. 2023 Mar 29;15(3):e36859. doi: 10.7759/cureus.36859. eCollection 2023 Mar.
As the need for a strong interdisciplinary approach in the delivery of healthcare services becomes increasingly vital, interprofessional education (IPE) is essential to equip healthcare professionals of the future to deliver better care. IPE encounters using simulation-based education can be a powerful tool in inculcating pre-professional students with foundational tools for successful interprofessional work. This qualitative study explores the learning that occurs during IPE encounters that include nursing, physical therapy, and medical students. The results of this work highlight how important IPE encounters are in uncovering and changing cross-disciplinary notions about knowledge, skills, role, and team contributions. Specifically, our analysis demonstrated that there are common misunderstandings about contemporary roles, knowledge, and skills of physical therapists among both nursing and medical students that can be corrected in IPE encounters. Results also demonstrated that careful planning can bolster opinions of the value of activities embedded as part of a larger course. Moreover, planning and attention to the specific educational needs of all students may prevent any group feeling that their educational needs were not fully met across all disciplines. The findings support the consideration that IPE can be an important method to instill foundational interprofessional knowledge, skills, and attitudes to promote a foundation from which to establish strong career-long interprofessional collaborations. It is important to lay foundational interprofessional skills and appreciation of the 'other' in pre-licensure curricula, but these efforts should not be limited to only pre-licensure programs and need also to be included as part of on-going professional development education, especially as healthcare education, roles, and responsibilities evolve.
随着在提供医疗服务过程中采用强有力的跨学科方法的需求变得越来越至关重要，跨专业教育（IPE）对于使未来的医疗专业人员能够提供更好的护理至关重要。使用基于模拟的教育的IPE实践可以成为向专业前学生灌输成功开展跨专业工作的基础工具的有力手段。这项定性研究探讨了在包括护理、物理治疗和医学生在内的IPE实践中发生的学习情况。这项工作的结果突出了IPE实践在揭示和改变关于知识、技能、角色和团队贡献的跨学科观念方面的重要性。具体而言，我们的分析表明，护理和医学生对物理治疗师的当代角色、知识和技能存在常见的误解，这些误解可以在IPE实践中得到纠正。结果还表明，精心规划可以提升对作为更大课程一部分的活动价值的看法。此外，规划并关注所有学生的特定教育需求可能会防止任何群体觉得他们在所有学科中的教育需求未得到充分满足。这些发现支持这样一种观点，即IPE可以成为灌输基础跨专业知识、技能和态度的重要方法，以促进建立长期稳固的跨专业合作的基础。在执照前课程中奠定基础跨专业技能并培养对“他人”的理解很重要，但这些努力不应仅限于执照前项目，还应作为持续专业发展教育的一部分，特别是随着医疗教育、角色和责任的不断演变。
