收稿日期: 2020-04-22
网络出版日期: 2020-09-28
Investigation on the current situation of interprofessional cooperative learning readiness among undergraduate nursing interns
目的 探究本科护理实习生跨专业合作学习准备度及影响因素,为院校开展跨专业合作提供借鉴。方法 使用中文版跨专业合作学习准备量表,便利选取290名2015级本科护理实习生进行问卷调查。 结果 本科护理实习生跨专业合作学习准备度总得分为（72.79±9.32）分,学校类型、家庭所在地、毕业后从事护理工作意愿、愿意和其他专业的学生一起学习是本科护理实习生跨专业合作学习准备度的影响因素（P<0.05）,可解释跨专业合作学习准备度26.9%的变异度。结论 本科护理实习生跨专业合作学习准备度较好,但其对护士角色和职责认知还有待明确,提示各院校应结合本科教育特色开展职前与职后跨专业教育,以提升其跨专业合作能力。
田雨同 , 张艳 , 赵敬 , 杜灿灿 , 李宏洁 , 刘珍 , 金丽园 , 许冰 , 程青云 . 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 . DOI: 10.3761/j.issn.1672-9234.2020.09.005
Objective To investigate the interprofessional cooperative learning readiness of undergraduate nursing interns and provide reference for colleges to carry out interprofessional education. Methods A total of 290 undergraduate nursing interns in 2015 were selected and investigated by using Chinese version of Readiness of Interprofessional Learning Scale. Results The total score of undergraduate nursing inters’ interprofessional cooperative learning readiness was（72.79±9.32）. The school type,home location,willingness to engage in nursing after graduation and interprofessional cooperative learning were the influencing factors of the undergraduate nursing inters’ inter- professional cooperative learning readiness（P<0.05）,accounting for 26.9% of total variance. Conclusion Undergraduate nursing interns have a good readiness towards interprofessional cooperation. However,its understanding of the role and responsibilities of nurses needs to be clarified. It’s suggested that colleges should combine the characteristics of undergraduate education to carry out pre-employment and post-employment interprofessional education to enhance their interprofessional collaboration capabilities.
Key words： Education; Nursing; Clinical Practice; Questionnaires; Interprofessional education; Readiness
| [1] | 教育部. 《关于“双一流”建设高校促进学科融合加快人工智能领域研究生培养的若干意见》[EB/OL]. (2020-03-03)[2020-04-12]. http://www.moe.gov.cn/s78/A08/A08_gggs/A08_sjhj/201904/t20190426_379670.html. |
| [2] | 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. |
| [3] | Centre for the Advancement of interprofessional education.Defining IPE[EB/OL]. (2014-06-13)[2019-06-10]. http://caipe.org.uk/resources/defining-ipe/. |
| [4] | Stocker M, Pilgrim S, Burmester M, et al. Interprofessional team management in pediatric critical care:some challenges and possible solutions[J]. J Multidiscip Healthc, 2016: 47. |
| [5] | 蔡福临, 刘丹丹, 杨利娜, 等. 医学生跨专业服务型学习实践案例分析[J]. 蚌埠医学院学报, 2016,41(8):1109-1111,1114. |
| [6] | Balzer K, Schroder R, Junghans A, et al. Dementia care training in undergraduate nursing education:Lessons learned from a pilot study on a novel inter-professional training course[J]. BMC Nurs, 15(Suppl 1):67-73. |
| [7] | Englander R, Cameron T, Ballard AJ, et al. Toward a common taxonomy of competency domains for the health professions and competencies for physicians[J]. Acad Med, 2013,88(8):1088-1094. |
| [8] | 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. |
| [9] | Hood K, Cant R, Baulch J, et al. Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students’ professional identity and attitudes to teamwork[J]. Nurse Educ Pract, 2014,14(2):117-122. |
| [10] | 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. |
| [11] | 乐绮英, 刘倩, 方亮. 实习护生护士角色认知分析[J]. 医学理论与实践, 2016,29(20):3574-3575. |
| [12] | Samuriwo R, Laws E, Webb K, et al. “I didn’t realise they had such a key role.” Impact of medical education curriculum change on medical student interactions with nurses:a qualitative exploratory study of student perceptions[J]. Adv Health Sci Educ, 2020,25(1):75-93. |
| [13] | 罗彩凤, 吕妃, 张敏, 等. 基于职业角色化的本科护理教育模式改革与实践[J]. 科教文汇, 2016(1):60-61,88. |
| [14] | Gazarian PK, Fernberg LM, Sheehan KD. Effectiveness of narrative pedagogy in developing student nurses’ advocacy role[J]. Nurs Ethics, 2016,23(2):132-141. |
| [15] | Nasir J, Goldie J, Little A, et al. Case-based interprofessional learning for undergraduate healthcare professionals in the clinical setting[J]. J Interprof Care, 2017,31(1):125-128. |
| [16] | Gough S, Jones N, Hellaby M. Innovations in interprofessional learning and teaching:providing opportunities to embed patient safety within the pre-registration physiotherapy curriculum. A pilot study[J]. Phys Ther Rev, 2013,18(6):416-430. |
| [17] | Karim J, Mohamad N, Gilbert JHV, et al. Developing interprofessional learning package for undergraduate students in faculty of medicine,Universiti Kebangsaan Malaysia Medical Centre(UKMMC)[J]. Educ Med J, 2017,9(3):15-22. |
| [18] | Brashers V, Erickson JM, Blackhall L, et al. Measuring the impact of clinically relevant interprofessional education on undergraduate medical and nursing student competencies:a longitudinal mixed methods approach[J]. J Interprof Care, 2016,30(4):448-457. |
| [19] | 刘桂英, 王青, 刘华平. 改善团队合作与沟通,促进患者安全:跨专业情景模拟教学课程学习体会[J]. 中国护理管理, 2019,19(9):1430-1434. |
| [20] | 叶林良. 跨专业综合实训教学资源开发创新研究[J]. 产业与科技论坛, 2017,16(15):154-156. |
| [21] | 王丽华. 安徽省护理本科生职业认同调查分析[D]. 蚌埠:蚌埠医学院, 2019. |
| [22] | 侯铭, 刘泳秀, 余莉, 等. 实习护生工作场所欺凌现状及其影响因素[J]. 护理学杂志, 2020,35(2):81-84. |
| [23] | Doucet S, Buchanan J, Cole T, et al. A team approach to an undergraduate interprofessional communication course[J]. J Interprof Care, 2013,27(3):272-273. |
| [24] | 阮兰红, 张洛灵, 李转珍. 护理专业学生社区就业意向的调查研究[J]. 中华护理教育, 2017,14(10):761-764. |
| [25] | 张婷婷, 胡传娇, 雷雨晴, 等. 实习护生职业获益感现状及其影响因素的研究[J]. 护理管理杂志, 2017,17(2):85-86,117. |
/
| 〈 |
|
〉 |