整合患者和公众参与卫生专业教育:弥合新性和规范化
Julia Paxino1,2, Joanne Bolton1,2, Sathana Dushyanthen3
1Collaborative Practice Centre, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Australia.
在卫生专业教育 (HPE) 中,患者和公众参与 (PPI) 不一致. 规范化过程理论 (NPT) 为教育工作者提供了一个框架,以系统地以可持续的方式嵌入PPI,增强其在各种教育环境中的整合和影响.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 卫生中的社会科学.
背景情况:
- 在卫生专业教育 (HPE) 中,患者与公众参与 (PPI) 的整合在各机构之间是可变的.
- 一些设置已经将PPI规范化,而另一些则处于实施的早期阶段.
研究的目的:
- 引入规范化过程理论 (NPT) 作为理解和增强HPE可持续PPI嵌入的框架.
- 为教育工作者提供反思和改善PPI实践的工具.
主要方法:
- 使用规范化过程理论 (NPT) 来分析PPI实施.
- 探索NPT的核心机制:连贯性,认知参与,集体行动和反射监测.
主要成果:
- 对于教育工作者来说,NPT提供了一种结构化的方法来评估和制定PPI整合的战略.
- 该框架有助于识别HPE内部需要改进的PPI实践领域.
结论:
- 规范化过程理论 (NPT) 可以指导 PPI 在健康专业教育 (HPE) 中的可持续嵌入.
- 应用NPT的机制使教育工作者有能力加强PPI的整合和在特定环境中的影响.
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