作为提高医疗保健助理地位的手段,指导医学学生:一种定性研究
Elizabeth Davison1, Joanna Semlyen2, Susanne Lindqvist1,2
1Faculty of Medicine and Health Sciences, Centre for Interprofessional Practice, University of East Anglia, Norwich, UK.
辅导医学学生通过验证他们的技能和提高他们的专业身份,赋予医疗保健助理 (HCAs) 权力. 这一举措促进了信任,改善了专业间的合作,使医疗保健机构和未来的医生都受益.
科学领域:
- 医疗保健教育 医疗保健教育
- 护理学研究 护理学研究
- 专业发展专业发展
背景情况:
- 医疗保健助理 (HCAs) 通常被认为是边缘化的护理人员,具有有限的专业认可.
- 他们的丰富经验和技能在跨专业团队中经常被低估.
- 需要提高医疗保健机构中HCA的地位和知名度.
研究的目的:
- 探索一种实际的方法来提高HCA的地位.
- 通过指导医学学生,利用HCA的经验和技能.
- 促进一个更具包容性和协作性的医疗保健环境.
主要方法:
- 半结构面试的定性,反思性的专题分析.
- 13名参与者包括HCA,实践发展护士,注册护士和临床教育工作者.
- 2019年4月至6月期间进行的采访.
主要成果:
- 医疗保健人员被认为是"沉默的,看不见的护理人员",在团队对话中投入有限.
- 辅导医学学生有助于形成一个独特的HCA专业身份.
- 通过与未来的医生分享他们的专业知识,HCA获得了信心和自我价值.
结论:
- 辅导医学学生为HCAs提供了积极的发言权,并提高了他们的专业地位.
- 这一过程使HCA能够从群体身份过渡到基于角色的身份,展示他们的贡献.
- 重新评估HCA角色并让他们参与教育培养了更具协作和以人为中心的医疗保健工作人员.
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