打破孤岛：提高护理服务安全性的跨专业经验

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-04-18 DOI:10.1016/j.teln.2025.03.010

Lauren A. Boardman DNP

{"title":"打破孤岛：提高护理服务安全性的跨专业经验","authors":"Lauren A. Boardman DNP","doi":"10.1016/j.teln.2025.03.010","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Collaboration between members of the healthcare team is paramount for patient safety, quality, and continuity of care. Health science students may graduate with little to no practice in this area. Interprofessional education (IPE) experiences may improve confidence, role appreciation, and understanding between healthcare providers.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the effects of interprofessional simulation on student communication, role understanding, appreciation, and teamwork.</div></div><div><h3>Methods</h3><div>A nonexperimental, pretest/post-test design was used to create an interprofessional simulation experience. Data was collected via the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Education Perception Scale (IEPS). The RIPLS was administered once as a pretest; the IEPS was administered three times, as a pretest and two post-tests.</div></div><div><h3>Results</h3><div>Both data collection tools are Likert scales. All items on the RIPLS scored <em>highly agree</em>. Pretest IEPS item scores ranged from <em>strongly</em> to <em>somewhat agree</em>. Post-test IEPS items scored <em>somewhat agree</em> on both administrations.</div></div><div><h3>Conclusion</h3><div>Incorporating interprofessional experiences in health science education is one way to develop collaboration between care providers. Simulation can accomplish this goal.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e857-e862"},"PeriodicalIF":1.9000,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Breaking silos: An interprofessional experience to improve safety in care delivery\",\"authors\":\"Lauren A. Boardman DNP\",\"doi\":\"10.1016/j.teln.2025.03.010\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Collaboration between members of the healthcare team is paramount for patient safety, quality, and continuity of care. Health science students may graduate with little to no practice in this area. Interprofessional education (IPE) experiences may improve confidence, role appreciation, and understanding between healthcare providers.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the effects of interprofessional simulation on student communication, role understanding, appreciation, and teamwork.</div></div><div><h3>Methods</h3><div>A nonexperimental, pretest/post-test design was used to create an interprofessional simulation experience. Data was collected via the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Education Perception Scale (IEPS). The RIPLS was administered once as a pretest; the IEPS was administered three times, as a pretest and two post-tests.</div></div><div><h3>Results</h3><div>Both data collection tools are Likert scales. All items on the RIPLS scored <em>highly agree</em>. Pretest IEPS item scores ranged from <em>strongly</em> to <em>somewhat agree</em>. Post-test IEPS items scored <em>somewhat agree</em> on both administrations.</div></div><div><h3>Conclusion</h3><div>Incorporating interprofessional experiences in health science education is one way to develop collaboration between care providers. Simulation can accomplish this goal.</div></div>\",\"PeriodicalId\":46287,\"journal\":{\"name\":\"Teaching and Learning in Nursing\",\"volume\":\"20 3\",\"pages\":\"Pages e857-e862\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2025-04-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Learning in Nursing\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1557308725000927\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308725000927","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

摘要

医疗团队成员之间的协作对于患者的安全、质量和护理的连续性至关重要。健康科学专业的学生毕业时可能几乎没有这方面的实践。跨专业教育（IPE）经验可以提高医疗保健提供者之间的信心、角色欣赏和理解。目的本研究旨在评估跨专业模拟对学生沟通、角色理解、欣赏和团队合作的影响。方法采用非实验、前测/后测设计，建立跨专业模拟体验。通过跨专业学习准备量表（RIPLS）和跨专业教育感知量表（IEPS）收集数据。RIPLS作为前测进行一次；IEPS分为前测和后测三次。结果两种数据采集工具均为李克特量表。RIPLS上的所有项目都得到了高度的同意。测试前IEPS项目得分从非常同意到有些同意。测试后IEPS项目的得分在两种情况下都有所一致。结论将跨专业经验纳入健康科学教育是发展医护人员合作的途径之一。仿真可以实现这一目标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Breaking silos: An interprofessional experience to improve safety in care delivery

Background

Collaboration between members of the healthcare team is paramount for patient safety, quality, and continuity of care. Health science students may graduate with little to no practice in this area. Interprofessional education (IPE) experiences may improve confidence, role appreciation, and understanding between healthcare providers.

Aim

This study aimed to evaluate the effects of interprofessional simulation on student communication, role understanding, appreciation, and teamwork.

Methods

A nonexperimental, pretest/post-test design was used to create an interprofessional simulation experience. Data was collected via the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Education Perception Scale (IEPS). The RIPLS was administered once as a pretest; the IEPS was administered three times, as a pretest and two post-tests.

Results

Both data collection tools are Likert scales. All items on the RIPLS scored highly agree. Pretest IEPS item scores ranged from strongly to somewhat agree. Post-test IEPS items scored somewhat agree on both administrations.

Conclusion

Incorporating interprofessional experiences in health science education is one way to develop collaboration between care providers. Simulation can accomplish this goal.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty