通过基于技能的模拟开发许可前的跨专业和中风护理能力.
Diane MacKenzie1,2, Kaitlin Sibbald2, Kim Sponagle3
1Interprofessional Education Coordinator, Faculty of Health, Dalhousie University, Halifax, Canada.
Journal of interprofessional care
|July 9, 2024
概括
跨专业教育模拟提高了学生对中风团队中角色和以患者为中心的护理的理解. 交付格式没有影响整体能力增长,但更喜欢亲自模拟.
科学领域:
- 医疗保健教育 医疗保健教育
- 专业间的实践 专业间的实践
- 基于模拟的学习
背景情况:
- 专业间合作 (IPC) 对于管理复杂的中风护理至关重要.
- 在获得执照之前,医疗专业的课程越来越多地包含跨专业教育经验 (IPE).
- 由于COVID-19的流行,模拟交付方法的调整成为必要.
研究的目的:
- 评估不同模拟交付方法对学生在中风护理中对IPC的感知和学习的影响.
- 评估与COVID-19相关的模拟格式变化是否影响了学生的跨专业能力评级.
- 为了分析学生报告的学习成果从跨专业中风团队模拟.
主要方法:
- 一个为期六年的混合方法程序评估一个两部分的中风队模拟.
- 使用专业间协作能力评估尺度 (ICCAS) 在模拟前后进行模拟.
- 采用因子ANOVA进行ICCAS分数和内容/类别分析,用于自由文本回复.
主要成果:
- 总的来说,模拟交付格式并没有显著改变ICCAS分数的积极变化.
- 在与角色/责任相关的跨专业能力和以患者/家庭为中心的协作方法中观察到显著的前后差异.
- 对1万多份书面回复的分析表明,对实践范围,角色动态和团队成员价值的理解得到了增强.
结论:
- 跨专业的中风小组模拟有效地提高了学生对协作实践的理解,无论交付格式如何.
- 具体能力,包括角色明确性和以患者为中心的协作,显著改善.
- 虽然虚拟和实体模拟产生了相似的能力增长,但学生表示更喜欢实体体验.
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