Abstract：
BACKGROUND: Nursing educators need to equip students to work in interprofessional teams and advocate for patients in increasingly integrated health and social care settings. Drama-based education has been used in nursing to help students understand complex concepts and practices, including communication, empathy, and patient safety. However, few studies have evaluated drama-based education to promote understanding of interprofessional care and advocacy, and none have involved student-led drama where students create dramatic performances to support learning.
OBJECTIVE: To examine the effects of student-led drama on student nurses\' attitudes to interprofessional working and advocacy.
METHODS: Pre-test post-test educational intervention study.
METHODS: Public university in Scotland.
METHODS: 400 undergraduate student nurses enrolled on a 15-week module focussed on health and social care integration and interprofessional working.
METHODS: Students completed paper questionnaires at the start (n = 274, response rate: 80.1 %) and end (n = 175, 63.9 %) of the module. Outcome measures were the validated Attitudes Towards Healthcare Teams Scale (ATHCTS) and Protective Nursing Advocacy Scale (PNAS). Change in mean ATHCTS and PNAS scores were assessed using paired samples t-tests, with Cohen\'s d to estimate effect size.
RESULTS: ATHCTS scores significantly increased from 3.87 to 4.19 (p < 0.001, d = 0.52). PNAS scores increased from 3.58 to 3.81 (p < 0.001, d = 0.79), with significant improvements in the \'acting as an advocate\' (4.18 to 4.51, p < 0.001, d = 0.81) and \'environmental and educational influences\' subscales (3.79 to 4.13, p < 0.001, d = 0.75). Statements focussed on promoting holistic, dignified care and enabling health professionals to be responsive to emotional and financial needs of patients, showed greatest change.
CONCLUSIONS: Education based on plays created and performed by student nurses led to significant improvements in student nurses\' attitudes towards interprofessional working and nursing advocacy. Student-led drama should be embedded in nursing curricula to enable students to understand the realities and complexities of health and social care integration and interprofessional working.
OBJECTIVE: To examine the effects of student-led drama on student nurses\' attitudes to interprofessional working and advocacy.
METHODS: Pre-test post-test educational intervention study.
METHODS: Public university in Scotland.
METHODS: 400 undergraduate student nurses enrolled on a 15-week module focussed on health and social care integration and interprofessional working.
METHODS: Students completed paper questionnaires at the start (n = 274, response rate: 80.1 %) and end (n = 175, 63.9 %) of the module. Outcome measures were the validated Attitudes Towards Healthcare Teams Scale (ATHCTS) and Protective Nursing Advocacy Scale (PNAS). Change in mean ATHCTS and PNAS scores were assessed using paired samples t-tests, with Cohen\'s d to estimate effect size.
RESULTS: ATHCTS scores significantly increased from 3.87 to 4.19 (p < 0.001, d = 0.52). PNAS scores increased from 3.58 to 3.81 (p < 0.001, d = 0.79), with significant improvements in the \'acting as an advocate\' (4.18 to 4.51, p < 0.001, d = 0.81) and \'environmental and educational influences\' subscales (3.79 to 4.13, p < 0.001, d = 0.75). Statements focussed on promoting holistic, dignified care and enabling health professionals to be responsive to emotional and financial needs of patients, showed greatest change.
CONCLUSIONS: Education based on plays created and performed by student nurses led to significant improvements in student nurses\' attitudes towards interprofessional working and nursing advocacy. Student-led drama should be embedded in nursing curricula to enable students to understand the realities and complexities of health and social care integration and interprofessional working.
摘要：
背景：护理教育者需要使学生能够在跨专业团队中工作，并在日益一体化的健康和社会护理环境中倡导患者。以戏剧为基础的教育已用于护理，以帮助学生理解复杂的概念和做法，包括沟通,同理心,和患者安全。然而,很少有研究评估基于戏剧的教育，以促进对跨专业护理和倡导的理解，也没有涉及学生主导的戏剧，学生创作戏剧表演来支持学习。
目的：研究以学生为主导的戏剧对学生护士对跨专业工作和倡导的态度的影响。
方法：考前考后教育干预研究。
方法：苏格兰公立大学。
方法：400名本科生护士参加了一个为期15周的模块，重点是健康和社会护理整合以及跨专业工作。
方法：学生在模块的开始（n=274，回复率：80.1％）和结束（n=175，63.9％）时完成了纸质问卷。结果指标是经过验证的对医疗保健团队的态度量表（ATHCTS）和保护性护理倡导量表（PNAS）。使用配对样本t检验评估平均ATHCTS和PNAS评分的变化，用科恩的d来估计效果的大小。
结果：ATHCTS评分从3.87显著增加到4.19（p<0.001，d=0.52）。PNAS评分从3.58增加到3.81（p<0.001，d=0.79），在“作为倡导者”（4.18至4.51，p<0.001，d=0.81）和“环境和教育影响”分量表（3.79至4.13，p<0.001，d=0.75）方面有显着改善。声明侧重于促进整体，有尊严的护理，使卫生专业人员能够对患者的情感和财务需求做出反应，表现出最大的变化。
结论：基于学生护士创作和表演的戏剧的教育显著改善了学生护士对跨专业工作和护理倡导的态度。以学生为主导的戏剧应嵌入护理课程中，以使学生能够了解健康和社会护理融合以及跨专业工作的现实和复杂性。
目的：研究以学生为主导的戏剧对学生护士对跨专业工作和倡导的态度的影响。
方法：考前考后教育干预研究。
方法：苏格兰公立大学。
方法：400名本科生护士参加了一个为期15周的模块，重点是健康和社会护理整合以及跨专业工作。
方法：学生在模块的开始（n=274，回复率：80.1％）和结束（n=175，63.9％）时完成了纸质问卷。结果指标是经过验证的对医疗保健团队的态度量表（ATHCTS）和保护性护理倡导量表（PNAS）。使用配对样本t检验评估平均ATHCTS和PNAS评分的变化，用科恩的d来估计效果的大小。
结果：ATHCTS评分从3.87显著增加到4.19（p<0.001，d=0.52）。PNAS评分从3.58增加到3.81（p<0.001，d=0.79），在“作为倡导者”（4.18至4.51，p<0.001，d=0.81）和“环境和教育影响”分量表（3.79至4.13，p<0.001，d=0.75）方面有显着改善。声明侧重于促进整体，有尊严的护理，使卫生专业人员能够对患者的情感和财务需求做出反应，表现出最大的变化。
结论：基于学生护士创作和表演的戏剧的教育显著改善了学生护士对跨专业工作和护理倡导的态度。以学生为主导的戏剧应嵌入护理课程中，以使学生能够了解健康和社会护理融合以及跨专业工作的现实和复杂性。
