在将虚拟和沉浸式跨专业教育活动纳入之后,护理学生对实践跨专业合作的感知能力:定量探索
Jill M G Bally1, Shelley Spurr1, Karen Juckes1
1College of Nursing, University of Saskatchewan, Saskatoon, SK, Canada.
跨专业教育 (IPE) 显著提高了护理学生的跨专业协作 (IPC) 技能. 虚拟和沉浸式IPE活动提高了所有测量领域的能力,指导了未来的医疗保健教育策略.
科学领域:
- 医疗保健教育 医疗保健教育
- 专业间合作 专业间合作
- 护理教育 护理教育
背景情况:
- 对专业间教育 (IPE) 对专业间合作 (IPC) 的影响的理解有限,尤其是在COVID-19后.
- 需要基于证据的IPE来促进医疗保健机构的有效合作.
研究的目的:
- 评估护理学生在虚拟和沉浸式跨专业教育 (IPE) 后感知到的跨专业合作 (IPC) 能力.
- 根据国家跨专业能力框架来评估IPE的有效性.
主要方法:
- 一项涉及105名第三年护理学生的横截面研究.
- 使用了跨专业协作能力达到调查 (ICCAS) 和IPEC能力自我评估 (版本3).
- 使用描述性统计和配对的t测试来分析IPE前后的数据.
主要成果:
- 学生报告IPE后在所有方面提高了IPC能力.
- 城市校园的学生在ICCAS中得分低于农村校园的学生.
- 与女学生相比,男性学生在IPE前报告了更高的团队功能得分.
结论:
- IPE活动显然提高了护理学生的IPC技能.
- 这些发现有助于为医疗保健学生设计和实施有效的IPE.
- 突出了基于校园位置和性别的IPE结果的潜在差异.
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