{"title":"医疗保健教育工作者在实践环境中的跨专业教育机会:综合评论。","authors":"Sara Dolan, Lorelli Nowell","doi":"10.1097/CEH.0000000000000573","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Health care educators in the practice setting are responsible for providing education to frontline staff and require knowledge and skills to interact with interprofessional health care providers and teach content in an effective way. Interprofessional education opportunities for health care educators in the practice setting may be helpful in preparing educators to meet the needs of frontline staff, yet the extant state of literature on this topic has not been recently synthesized. In this integrative review, we aimed to explore what is known about interprofessional education opportunities offered to health care educators who are responsible for educating other health care professionals in practice settings and assess how these education opportunities were described and evaluated in the literature.</p><p><strong>Methods: </strong>We conducted an integrative literature review following the methodology put forth by Toronto and Remington.</p><p><strong>Results: </strong>Of the 3690 publications identified, 30 met our inclusion criteria. Overall, the publications lacked rigorous methodology. Education interventions varied in content, duration, and teaching strategies. Key findings were identified: (1) educator satisfaction and content relevance, (2) impact on knowledge, skills, and confidence, (3) impact on teaching practice, (4) impact on clinical practice, (5) impact on interprofessional competencies and attitudes, (6) challenges to implementing interprofessional education opportunities, and (7) facilitators to implementing interprofessional education opportunities.</p><p><strong>Discussion: </strong>Although interprofessional education opportunities for health care educators in the practice setting may be beneficial to educators and the frontline staff they serve, more rigorous research is needed to understand how these opportunities can influence teaching and clinical practice.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Interprofessional Education Opportunities for Health Care Educators in the Practice Setting: An Integrative Review.\",\"authors\":\"Sara Dolan, Lorelli Nowell\",\"doi\":\"10.1097/CEH.0000000000000573\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Health care educators in the practice setting are responsible for providing education to frontline staff and require knowledge and skills to interact with interprofessional health care providers and teach content in an effective way. Interprofessional education opportunities for health care educators in the practice setting may be helpful in preparing educators to meet the needs of frontline staff, yet the extant state of literature on this topic has not been recently synthesized. In this integrative review, we aimed to explore what is known about interprofessional education opportunities offered to health care educators who are responsible for educating other health care professionals in practice settings and assess how these education opportunities were described and evaluated in the literature.</p><p><strong>Methods: </strong>We conducted an integrative literature review following the methodology put forth by Toronto and Remington.</p><p><strong>Results: </strong>Of the 3690 publications identified, 30 met our inclusion criteria. Overall, the publications lacked rigorous methodology. Education interventions varied in content, duration, and teaching strategies. 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引用次数: 0
摘要
导言:实践环境中的医护教育者负责为一线员工提供教育,需要具备与跨专业医护人员互动的知识和技能,并以有效的方式教授内容。为实践环境中的医护教育者提供跨专业教育机会可能有助于教育者做好准备,以满足一线员工的需求,但最近尚未对有关这一主题的现有文献进行综合。在这篇综合综述中,我们旨在探讨为负责在实践环境中教育其他医护专业人员的医护教育者提供的跨专业教育机会,并评估文献是如何描述和评价这些教育机会的:我们按照 Toronto 和 Remington 提出的方法进行了综合文献综述:在确定的 3690 篇出版物中,有 30 篇符合我们的纳入标准。总体而言,这些出版物缺乏严谨的方法论。教育干预的内容、持续时间和教学策略各不相同。主要发现有(1)教育者的满意度和内容相关性;(2)对知识、技能和信心的影响;(3)对教学实践的影响;(4)对临床实践的影响;(5)对跨专业能力和态度的影响;(6)实施跨专业教育机会的挑战;(7)实施跨专业教育机会的促进因素:尽管在实践环境中为医护教育者提供跨专业教育机会可能对教育者和他们所服务的一线员工有益,但要了解这些机会如何影响教学和临床实践,还需要进行更严格的研究。
Interprofessional Education Opportunities for Health Care Educators in the Practice Setting: An Integrative Review.
Introduction: Health care educators in the practice setting are responsible for providing education to frontline staff and require knowledge and skills to interact with interprofessional health care providers and teach content in an effective way. Interprofessional education opportunities for health care educators in the practice setting may be helpful in preparing educators to meet the needs of frontline staff, yet the extant state of literature on this topic has not been recently synthesized. In this integrative review, we aimed to explore what is known about interprofessional education opportunities offered to health care educators who are responsible for educating other health care professionals in practice settings and assess how these education opportunities were described and evaluated in the literature.
Methods: We conducted an integrative literature review following the methodology put forth by Toronto and Remington.
Results: Of the 3690 publications identified, 30 met our inclusion criteria. Overall, the publications lacked rigorous methodology. Education interventions varied in content, duration, and teaching strategies. Key findings were identified: (1) educator satisfaction and content relevance, (2) impact on knowledge, skills, and confidence, (3) impact on teaching practice, (4) impact on clinical practice, (5) impact on interprofessional competencies and attitudes, (6) challenges to implementing interprofessional education opportunities, and (7) facilitators to implementing interprofessional education opportunities.
Discussion: Although interprofessional education opportunities for health care educators in the practice setting may be beneficial to educators and the frontline staff they serve, more rigorous research is needed to understand how these opportunities can influence teaching and clinical practice.
期刊介绍:
The Journal of Continuing Education is a quarterly journal publishing articles relevant to theory, practice, and policy development for continuing education in the health sciences. The journal presents original research and essays on subjects involving the lifelong learning of professionals, with a focus on continuous quality improvement, competency assessment, and knowledge translation. It provides thoughtful advice to those who develop, conduct, and evaluate continuing education programs.