中华护理教育 ›› 2022, Vol. 19 ›› Issue (7): 609-614.doi: 10.3761/j.issn.1672-9234.2022.07.006
收稿日期:
2021-09-26
出版日期:
2022-07-15
发布日期:
2022-07-22
通讯作者:
崔香淑
作者简介:
雷延源:男,本科(硕士在读),护士,E-mail: LEI Yan-yuan(),CUI Xiang-shu()
Received:
2021-09-26
Online:
2022-07-15
Published:
2022-07-22
Contact:
Xiang-shu CUI
摘要:
该文介绍了护理专业学生跨专业合作学习的概念、相关理论基础、测评工具、影响因素及开展形式,指出我国护理领域跨专业合作学习存在的问题,并提出相应建议,以期为今后护理教育者开展跨专业教育、制订干预策略、提升护理专业学生的跨专业合作学习能力提供理论参考。
雷延源,崔香淑. 护理专业学生跨专业合作学习的研究进展[J]. 中华护理教育, 2022, 19(7): 609-614.
LEI Yan-yuan,CUI Xiang-shu. Research progress on interprofessional collaborative learning for nursing students[J]. Chinese Journal of Nursing Education, 2022, 19(7): 609-614.
[1] | 庄一渝, 隋伟静, 崔锦. 重症护理跨专业合作能力的研究进展以及对我国护理研究生教育的启示[J]. 全科医学临床与教育, 2021, 19(9):769-772. |
[2] | WHO. The framework for action on interprofessional education and collaborative practice[R]. Geneva: World Health Organisation Press,2010:16-17. |
[3] | 刘倩, 欧阳艳琼, 李苏雅,等. 跨专业团队合作模拟教学在护理计划与实施实验教学中的应用[J]. 护理学杂志, 2020, 35(15):69-71,91. |
Liu Q, Ouyang YQ, Li SY,et al. Application of interprofessional simulation teaching in the course of Nursing Planning & Implementation[J]. J Nurs Sci, 2020, 35(15):69-71,91. | |
[4] | 庄一渝, 崔锦, 陈香萍. 跨专业合作能力的研究现状分析及对护理学的启示[J]. 中国实用护理杂志, 2020, 36(19):1441-1445. |
[5] | 李珊珊, 高莉莉, 宁美,等. 跨专业合作在本科生手术室实践教学中的应用[J]. 中华护理教育, 2020, 17(5):439-442. |
Li SS, Gao LL, Ning M,et al. The interprofessional collaboration practical teaching for undergraduates in the operating room[J]. Chin J Nurs Educ, 2020, 17(5):439-442. | |
[6] | 牛津高阶英汉双解词典[M]. 第8版. 北京: 商务印书馆,2014:6. |
[7] |
Murdoch NL, Epp S, Vinek J. Teaching and learning activities to educate nursing students for interprofessional collaboration:a scoping review[J]. J Interprof Care, 2017, 31(6):744-753.
doi: 10.1080/13561820.2017.1356807 |
[8] | Granheim BM, Shaw JM, Mansah M. The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration:an integrative review of the literature[J]. Nurse Educ Today, 2018,62:118-127. |
[9] |
Brewer ML, Barr H. Interprofessional Education and Practice Guide No. 8:team-based interprofessional practice placements[J]. J Interprof Care, 2016, 30(6):747-753.
pmid: 27797631 |
[10] | 胡韵. 跨专业团队合作教育的应用现状[J]. 中国护理管理, 2014, 14(4):337-339. |
Hu Y. The application status of Interprofessional Education[J]. Chin Nurs Manag, 2014, 14(4):337-339. | |
[11] | 张婷, 陈红. 医学教育中跨专业教育的发展概况[J]. 华西医学, 2013, 28(12):1958-1961. |
[12] |
Johnston L, Williams SB, Ades A. Education for ECMO providers:using education science to bridge the gap between clinical and educational expertise[J]. Semin Perinatol. 2018, 42(2):138-146.
doi: S0146-0005(17)30147-7 pmid: 29336833 |
[13] | 常杉杉. 转化学习理论下的成人高等教育学习指导[J]. 成人教育, 2015, 35(2):13-15. |
[14] |
Charles G, Bainbridge L, Gilbert J. The University of British Columbia model of interprofessional education[J]. J Interprof Care, 2010, 24(1):9-18.
doi: 10.3109/13561820903294549 pmid: 20001544 |
[15] | 李静, 高洁, 贾愚,等. 护理临床思维训练虚拟实验项目的开发与应用[J]. 中华护理教育, 2019, 16(11):828-831. |
Li J, Gao J, Jia Y,et al. The development of virtual programme to cultivate clinical thinking ability in nursing[J]. Chin J Nurs Educ, 2019, 16(11):828-831. | |
[16] | Liaw SY, Tan KK, Wu LT,et al. Finding the right blend of technologically enhanced learning environments:randomized controlled study of the effect of instructional sequences on interprofessional learning[J]. J Med Internet Res, 2019, 21(5):e12537. |
[17] |
Hean S, Green C, Anderson E,et al. The contribution of theory to the design,delivery,and evaluation of interprofessional curricula:BEME Guide No. 49[J]. Med Teach, 2018, 40(6):542-558.
doi: 10.1080/0142159X.2018.1432851 |
[18] |
Orchard CA, King GA, Khalili H,et al. Assessment of Interprofessional Team Collaboration Scale(AITCS):development and testing of the instrument[J]. J Contin Educ Health Prof, 2012, 32(1):58-67.
doi: 10.1002/chp.21123 pmid: 22447712 |
[19] | 崔锦, 陈香萍, 劳月文,等. 简化版跨专业团队合作量表的汉化及信效度分析[J]. 护理与康复, 2019, 18(9):1-6. |
[20] | Orchard C, Pederson LL, Read E,et al. Assessment of Interprofessional Team Collaboration Scale(AITCS):further testing and instrument revision[J]. J Contin Educ Health Prof, 2018,38(1):11-18. |
[21] | 施逸雯, 朱卓非, 胡韵. 跨专业合作学习评估量表(学生版)的汉化和信效度检验[J]. 中华护理教育, 2020, 17(5):435-438. |
Shi YW, Zhu ZF, Hu Y. The reliability and validity of the Chinese version of the Assessment of Interprofessional Team Collaboration in Student Learning Scale[J]. Chin J Nurs Educ, 2020, 17(5):435-438. | |
[22] |
Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning(RIPLS)[J]. Med Educ, 1999, 33(2):95-100.
pmid: 10211258 |
[23] |
McFadyen AK, Webster V, Strachan K,et al. The Readiness for Interprofessional Learning Scale:a possible more stable sub-scale model for the original version of RIPLS[J]. J Interprof Care, 2005, 19(6):595-603.
pmid: 16373215 |
[24] | 王喜益, 胡韵. 跨专业合作学习准备量表的信效度研究[J]. 解放军护理杂志, 2017, 34(2):23-26,47. |
Wang XY, Hu Y. Study of the reliability and validity of the readiness of inter-professional learning scale[J]. Nurs J Chin PLA, 2017, 34(2):23-26,47. | |
[25] |
Luecht RM, Madsen MK, Taugher MP,et al. Assessing professional perceptions:design and validation of an Interdisciplinary Education Perception Scale[J]. J Allied Health, 1990, 19(2):181-191.
pmid: 2365636 |
[26] |
McFadyen AK, MacLaren WM, Webster VS. The Interdisciplinary Education Perception Scale(IEPS):an alternative remodelled sub-scale structure and its reliability[J]. J Interprof Care, 2007, 21(4):433-443.
pmid: 17654160 |
[27] |
孙柳, 王艳玲, 肖倩,等. 北京市三级甲等医院临床护士跨专业合作学习准备度和感知度的调查分析[J]. 中华护理杂志, 2019, 54(3):417-421.
doi: 10.3761/j.issn.0254-1769.2019.03.018 |
Sun L, Wang YL, Xiao Q,et al. Investigation on readiness and perception of interprofessional learning for nurses from tertiary hospitals in Beijing[J]. Chin J Nurs, 2019, 54(3):417-421.
doi: 10.3761/j.issn.0254-1769.2019.03.018 |
|
[28] | 蔡福临, 刘丹丹, 杨利娜,等. 医学研究生跨专业学习准备量表的汉化和评价[J]. 解放军护理杂志, 2016, 33(14):6-9. |
Cai FL, Liu DD, Yang LN,et al. Evaluation and chinesization of the readiness for inter-professional learning scale in postgraduate medical students[J]. Nurs J Chin PLA, 2016, 33(14):6-9. | |
[29] | 孙朋霞, 李树亚, 李凡. 医学生跨专业合作学习准备程度的调查研究[J]. 中华医学教育杂志, 2020, 40(11):901-904. |
Sun PX, Li SY, Li F. Investigation of medical students readiness for the trans-discipline learning[J]. Chin J Med Educ, 2020, 40(11):901-904. | |
[30] | 张艳, 李月娥, 牟华,等. 湖南省928名本科护生跨专业合作学习准备度现状及影响因素研究[J]. 护理学报, 2020, 27(18):11-14. |
[31] | 任秀亚, 谢薇, 董画千,等. 护理人才培养模式现状及展望[J]. 中西医结合护理(中英文), 2019, 5(6):164-167. |
[32] | Hean S, Craddock D, Hammick M,et al. Theoretical insights into interprofessional education:AMEE Guide No. 62[J]. Med Teach, 2012, 34(2):e78-e101. |
[33] | 田雨同, 张艳, 赵敬,等. 本科护理实习生跨专业合作学习准备度及影响因素分析[J]. 中华护理教育, 2020, 17(9):794-798. |
Tian YT, Zhang Y, Zhao J,et al. Investigation on the current situation of interprofessional cooperative learning readiness among undergraduate nursing interns[J]. Chin J Nurs Educ, 2020, 17(9):794-798. | |
[34] | 周卿照, 龚桂兰. 本科护生跨专业教育态度与临床学习环境的相关性分析[J]. 护理学杂志, 2021, 36(7):19-21,46. |
Zhou QZ, Gong GL. Correlation between attitudes towards interprofessional education and clinical learning environment among nursing undergraduates[J]. J Nurs Sci, 2021, 36(7):19-21,46. | |
[35] | 王筝扬, 黄一琳, 林和风,等. 医学跨专业教育的现状、理论与方向[J]. 中国高等医学教育, 2020(8):13-14,98. |
Wang ZY, Huang YL, Lin HF,et al. Current status,theories and directions of interprofessional education in medicine[J]. China High Med Educ, 2020(8):13-14,98. | |
[36] | 于海容, 姜安丽. 国际医学领域跨专业教育研究的文献分析及对护理学的启示[J]. 护理学报, 2015, 22(22):1-6. |
[37] |
Levett-Jones T, Burdett T, Chow YL,et al. Case studies of interprofessional education initiatives from five countries[J]. J Nurs Scholarsh, 2018, 50(3):324-332.
doi: 10.1111/jnu.12384 |
[38] | Wang J, Guo J, Wang YB,et al. Use of profession-role exchange in an interprofessional student team-based community health service-learning experience[J]. BMC Med Educ, 2020, 20(1):212. |
[39] |
Ro K, Weiland C, Sin MK. An interprofessional web-based teaching module to enhance competency of the advanced practice nursing clinical education in the emergency department[J]. Adv Emerg Nurs J, 2018, 40(2):127-130.
doi: 10.1097/TME.0000000000000185 |
[40] |
Cannistraci P, Kehm B, Pieper BB,et al. Difficult to doable:interprofessional collaborative practice in distance education[J]. J Nurs Educ, 2018, 57(4):225-228.
doi: 10.3928/01484834-20180322-06 pmid: 29614191 |
[41] |
Leithead J 3rd, Garbee DD, Yu QZ,et al. Examining interprofessional learning perceptions among students in a simula-tion-based operating room team training experience[J]. J Interprof Care, 2019, 33(1):26-31.
doi: 10.1080/13561820.2018.1513464 pmid: 30230415 |
[1] | 吴春陶,麻珂,齐敬晗,杨龙飞,倪翠萍,刘宇. 老年痴呆患者异常性行为护理研究的范围综述[J]. 中华护理教育, 2022, 19(7): 662-667. |
[2] | 苏义冬, 莫懿晗, 董欣, 王秀华. 健康教育棋盘游戏在护理领域中的研究进展[J]. 中华护理教育, 2022, 19(6): 572-576. |
[3] | 黄蓉,施慧,杨飞,钱进丽,卫友云,徐为群. 迷你临床演练评价在护理专业教学中应用的范围综述[J]. 中华护理教育, 2022, 19(5): 474-480. |
[4] | 杨飞,黄蓉,徐为群,卫友云,汪静,余爽,谢非,李淑英. 虚拟现实技术在护理专业技能训练中应用的范围综述[J]. 中华护理教育, 2022, 19(4): 318-324. |
[5] | 李缘媛,洪钰龙,宁怡婷,邢丽娜,周正,田金徽. 医学领域课程思政元素及实践路径的文献分析[J]. 中华护理教育, 2022, 19(3): 225-229. |
[6] | 许娟,管玉香,施慧,张瑛,郑静,吴池艳. 本科护理专业开展循证实践教学的范围综述[J]. 中华护理教育, 2022, 19(3): 277-282. |
[7] | 王佩娜,张培莉,丁永霞. 小丑照护在老年人健康促进中的研究进展[J]. 中华护理教育, 2022, 19(3): 283-288. |
[8] | 范一磊, 张艳, 程青云, 朱明月, 郭永攀, 赵帅博, 耿鑫. 国际护士处方权的管理及启示[J]. 中华护理教育, 2022, 19(2): 187-192. |
[9] | 颜逸霞, 沈波涌, 李莎萍, 王英, 谌永毅. 游戏教育在终末期患者预立医疗照护计划中的应用进展[J]. 中华护理教育, 2022, 19(1): 86-91. |
[10] | 徐佳敏,应碧荷,练正梅,Azadeh T Stark. 国外护理中域理论和情境理论构建方法介绍及启示[J]. 中华护理教育, 2022, 19(1): 92-96. |
[11] | 李欣, 庞冬, 陆宇晗, 马晓晓, 候晓婷. 临终护理培训课程的研究进展[J]. 中华护理教育, 2021, 18(9): 860-864. |
[12] | 韦帅芳, 徐克珮, 杨玉洁, 刘华平. 虚拟社区在慢性病患者健康教育中的应用进展[J]. 中华护理教育, 2021, 18(9): 789-794. |
[13] | 吴晗, 袁越, 乔建红, 王红, 杨莎, 许翠萍. 运动疗法改善帕金森病患者跌倒恐惧的研究进展[J]. 中华护理教育, 2021, 18(9): 795-798. |
[14] | 章琛越,朱雪娇. 减少脑卒中患者延迟就医行为健康教育的研究进展[J]. 中华护理教育, 2021, 18(8): 759-764. |
[15] | 张倍倍,韦伟,白杨,胡方舟,黄文贞. 青少年糖尿病患者健康管理现状及展望[J]. 中华护理教育, 2021, 18(7): 664-668. |
|