{"title":"跨专业教育对护理本科学生学习成果改善效果的meta分析。","authors":"Shimmaa Mansour Moustafa Mohamed, Puvaneswari Kanagaraj, Sudha Annasaheb Raddi, Raghad Almushawah, Nehal Demerdash, Gihan Mohamed","doi":"10.1177/23779608251382513","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>In today's complex healthcare environment, nurses do not work in isolation. Successful patient outcomes depend on seamless collaboration among nurses, doctors, pharmacists, and other professionals. Interprofessional education (IPE) ensures that future nurses are equipped with the teamwork, communication, and decision-making skills necessary for delivering safe and effective patient care. Despite its recognized importance, studies reveal mixed results on the effectiveness of IPE, particularly among nursing students.</p><p><strong>Objectives: </strong>This meta-analysis aimed to evaluate the impact of IPE on key learning outcomes among undergraduate nursing students, focusing on teamwork, communication, self-efficacy, and professional attitudes, compared to traditional education methods.</p><p><strong>Methods: </strong>A systematic search was conducted across Scopus, Web of Science, PubMed, and PMC databases, yielding 1,665 studies. Following screening and eligibility assessment, 10 studies met the inclusion criteria. Data extraction focused on intervention type, sample size, and primary learning outcomes. Effect sizes were calculated using a random-effects model to account for variability. This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.</p><p><strong>Results: </strong>The pooled effect size (Cohen's <i>d</i> = 0.46, <i>p</i> < 0.001) indicated a moderate impact of IPE on learning outcomes, with simulation-based IPE showing the strongest effect (Cohen's <i>d</i> = 0.52). Subgroup analysis revealed that teamwork and communication outcomes exhibited the highest improvements. Moderate heterogeneity (<i>I</i>² = 45%) was observed across studies, likely due to variations in IPE interventions and settings.</p><p><strong>Conclusions: </strong>This meta-analysis supports the integration of structured simulation-based IPE in undergraduate nursing curricula to enhance essential teamwork, communication, and collaborative competencies. Nursing programs should prioritize experiential IPE methods to prepare students for interdisciplinary healthcare environments.</p>","PeriodicalId":43312,"journal":{"name":"SAGE Open Nursing","volume":"11 ","pages":"23779608251382513"},"PeriodicalIF":2.5000,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12484895/pdf/","citationCount":"0","resultStr":"{\"title\":\"Effectiveness of Interprofessional Education on Improvement of Learning Outcomes among Undergraduate Nursing Students: A Meta-Analysis.\",\"authors\":\"Shimmaa Mansour Moustafa Mohamed, Puvaneswari Kanagaraj, Sudha Annasaheb Raddi, Raghad Almushawah, Nehal Demerdash, Gihan Mohamed\",\"doi\":\"10.1177/23779608251382513\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>In today's complex healthcare environment, nurses do not work in isolation. Successful patient outcomes depend on seamless collaboration among nurses, doctors, pharmacists, and other professionals. Interprofessional education (IPE) ensures that future nurses are equipped with the teamwork, communication, and decision-making skills necessary for delivering safe and effective patient care. Despite its recognized importance, studies reveal mixed results on the effectiveness of IPE, particularly among nursing students.</p><p><strong>Objectives: </strong>This meta-analysis aimed to evaluate the impact of IPE on key learning outcomes among undergraduate nursing students, focusing on teamwork, communication, self-efficacy, and professional attitudes, compared to traditional education methods.</p><p><strong>Methods: </strong>A systematic search was conducted across Scopus, Web of Science, PubMed, and PMC databases, yielding 1,665 studies. Following screening and eligibility assessment, 10 studies met the inclusion criteria. Data extraction focused on intervention type, sample size, and primary learning outcomes. Effect sizes were calculated using a random-effects model to account for variability. This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.</p><p><strong>Results: </strong>The pooled effect size (Cohen's <i>d</i> = 0.46, <i>p</i> < 0.001) indicated a moderate impact of IPE on learning outcomes, with simulation-based IPE showing the strongest effect (Cohen's <i>d</i> = 0.52). Subgroup analysis revealed that teamwork and communication outcomes exhibited the highest improvements. Moderate heterogeneity (<i>I</i>² = 45%) was observed across studies, likely due to variations in IPE interventions and settings.</p><p><strong>Conclusions: </strong>This meta-analysis supports the integration of structured simulation-based IPE in undergraduate nursing curricula to enhance essential teamwork, communication, and collaborative competencies. Nursing programs should prioritize experiential IPE methods to prepare students for interdisciplinary healthcare environments.</p>\",\"PeriodicalId\":43312,\"journal\":{\"name\":\"SAGE Open Nursing\",\"volume\":\"11 \",\"pages\":\"23779608251382513\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2025-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12484895/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"SAGE Open Nursing\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/23779608251382513\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"SAGE Open Nursing","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23779608251382513","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
摘要
背景：在当今复杂的医疗环境中，护士不能孤立地工作。成功的患者治疗结果取决于护士、医生、药剂师和其他专业人员之间的无缝协作。跨专业教育（IPE）确保未来的护士具备团队合作、沟通和决策技能，为患者提供安全有效的护理。尽管其公认的重要性，研究揭示了IPE有效性的混合结果，特别是在护理学生中。目的：本荟萃分析旨在评估IPE对护理本科学生关键学习成果的影响，重点关注团队合作、沟通、自我效能感和专业态度，与传统教育方法相比。方法：系统检索Scopus、Web of Science、PubMed和PMC数据库，共获得1665项研究。经过筛选和资格评估，10项研究符合纳入标准。数据提取侧重于干预类型、样本量和主要学习结果。使用随机效应模型来计算效应大小，以解释可变性。本综述按照系统评价和荟萃分析指南的首选报告项目进行。结果：合并效应大小（Cohen’s d = 0.46, p d = 0.52）。小组分析显示，团队合作和沟通结果表现出最大的改善。在所有研究中观察到中度异质性（I²= 45%），可能是由于IPE干预措施和环境的差异。结论：本荟萃分析支持在本科护理课程中整合基于结构化模拟的IPE，以增强必要的团队合作、沟通和协作能力。护理课程应优先考虑体验式IPE方法，使学生为跨学科的医疗环境做好准备。
Effectiveness of Interprofessional Education on Improvement of Learning Outcomes among Undergraduate Nursing Students: A Meta-Analysis.
Background: In today's complex healthcare environment, nurses do not work in isolation. Successful patient outcomes depend on seamless collaboration among nurses, doctors, pharmacists, and other professionals. Interprofessional education (IPE) ensures that future nurses are equipped with the teamwork, communication, and decision-making skills necessary for delivering safe and effective patient care. Despite its recognized importance, studies reveal mixed results on the effectiveness of IPE, particularly among nursing students.
Objectives: This meta-analysis aimed to evaluate the impact of IPE on key learning outcomes among undergraduate nursing students, focusing on teamwork, communication, self-efficacy, and professional attitudes, compared to traditional education methods.
Methods: A systematic search was conducted across Scopus, Web of Science, PubMed, and PMC databases, yielding 1,665 studies. Following screening and eligibility assessment, 10 studies met the inclusion criteria. Data extraction focused on intervention type, sample size, and primary learning outcomes. Effect sizes were calculated using a random-effects model to account for variability. This review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.
Results: The pooled effect size (Cohen's d = 0.46, p < 0.001) indicated a moderate impact of IPE on learning outcomes, with simulation-based IPE showing the strongest effect (Cohen's d = 0.52). Subgroup analysis revealed that teamwork and communication outcomes exhibited the highest improvements. Moderate heterogeneity (I² = 45%) was observed across studies, likely due to variations in IPE interventions and settings.
Conclusions: This meta-analysis supports the integration of structured simulation-based IPE in undergraduate nursing curricula to enhance essential teamwork, communication, and collaborative competencies. Nursing programs should prioritize experiential IPE methods to prepare students for interdisciplinary healthcare environments.
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