中华护理教育 ›› 2020, Vol. 17 ›› Issue (9): 799-802.doi: 10.3761/j.issn.1672-9234.2020.09.006
收稿日期:
2019-11-04
出版日期:
2020-09-20
发布日期:
2020-09-28
通讯作者:
李婷
作者简介:
杨冰香:女,博士,副教授,E-mail: 基金资助:
Received:
2019-11-04
Online:
2020-09-20
Published:
2020-09-28
摘要:
将模拟教学运用于医学跨专业教育可以促进多学科团队沟通、协作,改善患者健康结局。该文结合当前模拟强化跨专业教育的研究,立足于国际护理临床模拟教学协会的最佳实践标准,综述模拟跨专业教育的研究进展,为护理领域的跨学科专业教育提供参考。
杨冰香,刘烁,王金娜,李婷,徐爱京,方雅璇,金三丽. 模拟强化医学跨专业教育的研究进展[J]. 中华护理教育, 2020, 17(9): 799-802.
[1] | INACSL Standards Committee. INACSL Standards of Best Practice:SimulationSM[EB/OL].[2019-04-01].https://www.inacsl.org/inacsl-standards-of-best-practice-simulation/. |
[2] |
INACSL Standards Committee. INACSL standards of best practice:SimulationSM simulation-enhanced interprofessional education(sim-IPE)[J]. Clin Simul Nurs, 2016,12:S34-S38.
doi: 10.1016/j.ecns.2016.09.011 |
[3] |
Tullmann DF, Shilling AM, Goeke LH, et al. Recreating simulation scenarios for interprofessional education:an example of educational interprofessional practice[J]. J Interprof Care, 2013,27(5):426-428.
doi: 10.3109/13561820.2013.790880 |
[4] | 汪青. 跨世纪的医学教育:改革是永恒的主题[J]. 复旦教育论坛, 2014,12(2):103-108. |
[5] | WHO. Framework for action on interprofessional education & collaborative practice[EB/OL].[2019-05-29]. http://www.who.int/hrh/resources/framework_action/en/. |
[6] |
WHO. The Alma Ata Declaration[J]. WHO Chronicle, 1978,32(11):428-430.
pmid: 11643481 |
[7] |
Frenk J, Chen L, Bhutta ZA, et al. Health professionals for a new century:transforming education to strengthen health systems in an interdependent world[J]. Lancet, 2010,376(9756):1923-1958.
doi: 10.1016/S0140-6736(10)61854-5 pmid: 21112623 |
[8] |
Palaganas JC, Epps C, Raemer DB. A history of simulation-enhanced interprofessional education[J]. J Interprof Care, 2014,28(2):110-115.
doi: 10.3109/13561820.2013.869198 |
[9] |
Labrague LJ, McEnroe-Petitte DM, Fronda DC, et al. Interprofessional simulation in undergraduate nursing program:an integrative review[J]. Nurse Educ Today, 2018,67:46-55.
doi: 10.1016/j.nedt.2018.05.001 pmid: 29754113 |
[10] |
Clapper TC. Beyond Knowles:what those conducting simulation need to know about adult learning theory[J]. Clin Simul Nurs, 2010,6(1):e7-e14.
doi: 10.1016/j.ecns.2009.07.003 |
[11] |
Dow AW, Salas E, Mazmanian PE. Improving quality in systems of care:solving complicated challenges with simulation-based continuing professional development[J]. J Contin Educ Health Prof, 2012,32(4):230-235.
doi: 10.1002/chp.21150 pmid: 23280525 |
[12] | Schram AP, Aschenbrenner DS. Incorporating simulations into the curriculum:undergraduate and graduate[M]. Baltimore,MD:National League for Nursing, 2014: 178-190. |
[13] |
Wolfgram LJB, Quinn AO. Integrating simulation innovatively:evidence in teaching in nursing education[J]. Clin Simul Nurs, 2012,8(5):e169-e175. DOI: 10.1016/j.ecns.2010.09.002.
doi: 10.1016/j.ecns.2010.09.002 |
[14] |
INACSL Standards Committee. INACSL standards of best practice:SimulationSM simulation glossary[J]. Clin Simul Nurs, 2016,12:S39-S47.
doi: 10.1016/j.ecns.2016.09.012 |
[15] | Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice:2016 update[EB/OL]. [2019-12-01]. https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1. |
[16] |
Su WM, Osisek PJ. The Revised Bloom’s Taxonomy:implications for educating nurses[J]. J Contin Educ Nurs, 2011,42(7):321-327.
doi: 10.3928/00220124-20110621-05 |
[17] |
King S, Drummond J, Hughes E, et al. An inter-institutional collaboration:transforming education through interprofessional simulations[J]. J Interprof Care, 2013,27(5):429-431.
doi: 10.3109/13561820.2013.791260 |
[18] |
Galbraith A, Harder N, Macomber CA, et al. Design and implementation of an interprofessional death notification simulation[J]. Clin Simul Nurs, 2014,10(2):e95-e102.
doi: 10.1016/j.ecns.2013.08.003 |
[19] | Agency for Healthcare Research and Quality. Team strategies & tools to enhance performance and patient safety[EB/OL].[2019-08-12]. ttps://www.ahrq.gov/sites/default/files/publications/files/pocketguide.pdf. |
[20] |
Buring SM, Bhushan A, Broeseker A, et al. Interprofessional edu-cation:definitions,student competencies,and guidelines for implementation[J]. Am J Pharm Educ, 2009,73(4):59.
doi: 10.5688/aj730459 pmid: 19657492 |
[21] |
Paige JT, Garbee DD, Kozmenko V, et al. Getting a head start:high-fidelity,simulation-based operating room team training of interprofessional students[J]. J Am Coll Surg, 2014,218(1):140-149.
pmid: 24183570 |
[22] |
Abu-Rish E, Kim S, Choe L, et al. Current trends in interprofessional education of health sciences students:a literature review[J]. J Interprof Care, 2012,26(6):444-451.
doi: 10.3109/13561820.2012.715604 |
[23] | Shaw-Battista J, Belew C, Anderson D, et al. Successes and challenges of interprofessional physiologic birth and obstetric emergency simulations in a nurse-midwifery education program[J]. J Midwifery Women’s Heal, 2015,60(6):735-743. |
[24] |
Seymour NE, Cooper JB, Farley DR, et al. Best practices in interprofessional education and training in surgery:experiences from American college of surgeons-accredited education institutes[J]. Surgery, 2013,154(1):1-12.
doi: 10.1016/j.surg.2013.04.057 pmid: 23809478 |
[25] |
Robertson J, Bandali K. Bridging the gap:enhancing interprofessional education using simulation[J]. J Interprof Care, 2008,22(5):499-508.
doi: 10.1080/13561820802303656 pmid: 24567962 |
[26] |
Lairamore C, Morris D, Schichtl R, et al. Impact of team composition on student perceptions of interprofessional teamwork:a 6-year cohort study[J]. J Interprof Care, 2018,32(2):143-150.
doi: 10.1080/13561820.2017.1366895 pmid: 29131704 |
[27] |
Liaw SY, Siau C, Zhou WT, et al. Interprofessional simulation-based education program:a promising approach for changing stereotypes and improving attitudes toward nurse-physician collaboration[J]. Appl Nurs Res, 2014,27(4):258-260.
doi: 10.1016/j.apnr.2014.03.005 |
[28] |
Liaw SY, Zhou WT, Lau TC, et al. An interprofessional communication training using simulation to enhance safe care for a deteriorating patient[J]. Nurse Educ Today, 2014,34(2):259-264.
doi: 10.1016/j.nedt.2013.02.019 pmid: 23518067 |
[29] |
Reeves S, Perrier L, Goldman J, et al. Interprofessional education:effects on professional practice and healthcare outcomes [J]. Cochrane Database Syst Rev, 2013(3):CD002213.
pmid: 25803793 |
[30] |
Palaganas JC, Brunette V, Winslow B. Prelicensure simulation-enhanced interprofessional education:a critical review of the research literature[J]. Simul Healthc, 2016,11(6):404-418.
doi: 10.1097/SIH.0000000000000175 pmid: 27602706 |
[1] | 李津, 张婧珺, 杨磊, 李小妹. 护理学导论线上线下混合式 “金课”建设[J]. 中华护理教育, 2021, 18(9): 773-776. |
[2] | 胡颖, 周明芳, 范尧, 俞丽丽, 大城昌平, 顾寿智. 孕晚期“互联网+”集中群组化保健课程的构建[J]. 中华护理教育, 2021, 18(9): 855-859. |
[3] | 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. |
[4] | 王润珠, 刘烨, 朱米娜, 黄丽华. 肝硬化腹水患者肠内营养管理的证据总结[J]. 中华护理教育, 2021, 18(9): 784-788. |
[5] | 杨园园, 陈华, 郭立涛. 护理本科生新生儿护理临床见习线上教学的设计与实践[J]. 中华护理教育, 2021, 18(9): 809-813. |
[6] | 吕菲, 薛梅. OSCE在高职涉外护理方向学生核心能力评价中的应用[J]. 中华护理教育, 2021, 18(9): 814-818. |
[7] | 李敏, 李彩福. 护理实践专业性量表的汉化及信效度检验[J]. 中华护理教育, 2021, 18(9): 844-848. |
[8] | 王滢茹, 周乐山. 护理本科生人文关怀能力与关怀氛围的相关性研究[J]. 中华护理教育, 2021, 18(9): 819-822. |
[9] | 胡细玲, 陈晓萍, 张苍, 黄婉婷, 陈妙霞, 李琨. 体验式教学法在内分泌科护理本科实习教学中的应用[J]. 中华护理教育, 2021, 18(9): 831-834. |
[10] | 高岩, 范玲, 杨瑞玲, 孙婧, 姜李, 王彤, 赵霞. 工作坊在康复科护士压力性损伤培训中的应用[J]. 中华护理教育, 2021, 18(9): 835-839. |
[11] | 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. |
[12] | 张磊. 护理高职生亲社会行为与共情能力的相关性研究[J]. 中华护理教育, 2021, 18(9): 823-826. |
[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] | 黄婷,丁梅,洪晓彤,黄蓉. 国外老年痴呆症照护在线开放课程介绍及启示[J]. 中华护理教育, 2021, 18(9): 799-802. |
[15] | 刘燕,白阳娟,卢玉林,李莹霞,李铭. 多专业学生案例讨论在护理本科生临床思维能力培养中的应用[J]. 中华护理教育, 2021, 18(9): 803-808. |
|