Abstract：
BACKGROUND: The goal of interprofessional practice experiences in health professions programs is to develop interprofessional collaborative practice skills.
OBJECTIVE: The purpose of the study was to explore the meaning final-semester Bachelor of Science in Nursing students attributed to interprofessional practice experiences during clinical immersion.
METHODS: The theoretical framework for this descriptive qualitative study was experiential learning theory. A sample of 12 participants was drawn from final-semester prelicensure Bachelor of Science in Nursing students at a college of nursing at a public research university. Data were collected through one-on-one semi-structured interviews and analyzed through inductive thematic analysis.
RESULTS: The analysis yielded four themes: professional and interprofessional identity, working with team members, communication practices, and trusting relationships. Patterns across themes were clinical environment culture, nursing school preparation, nurse preceptor role, fear/concern/worry, and night shift.
CONCLUSIONS: Consistency in preceptors, welcoming clinical environments, and opportunities to practice communicating with team members contributed to interprofessional collaborative practice skill development and improved perceptions of readiness for practice. Academic and clinical educators may use findings to (a) identify immersion placements for interprofessional practice experiences, (b) design curricula reflective of interprofessional practice, (c) advance teaching strategies to promote interprofessional practice, and (d) create learning environments that aid in professional and interprofessional identity formation.
OBJECTIVE: The purpose of the study was to explore the meaning final-semester Bachelor of Science in Nursing students attributed to interprofessional practice experiences during clinical immersion.
METHODS: The theoretical framework for this descriptive qualitative study was experiential learning theory. A sample of 12 participants was drawn from final-semester prelicensure Bachelor of Science in Nursing students at a college of nursing at a public research university. Data were collected through one-on-one semi-structured interviews and analyzed through inductive thematic analysis.
RESULTS: The analysis yielded four themes: professional and interprofessional identity, working with team members, communication practices, and trusting relationships. Patterns across themes were clinical environment culture, nursing school preparation, nurse preceptor role, fear/concern/worry, and night shift.
CONCLUSIONS: Consistency in preceptors, welcoming clinical environments, and opportunities to practice communicating with team members contributed to interprofessional collaborative practice skill development and improved perceptions of readiness for practice. Academic and clinical educators may use findings to (a) identify immersion placements for interprofessional practice experiences, (b) design curricula reflective of interprofessional practice, (c) advance teaching strategies to promote interprofessional practice, and (d) create learning environments that aid in professional and interprofessional identity formation.
摘要：
背景：卫生专业计划中跨专业实践经验的目标是发展跨专业协作实践技能。
目的：本研究的目的是探讨护理专业学生在临床沉浸过程中的跨专业实践经验对最终学期理学学士学位的意义。
方法：本描述性定性研究的理论框架是体验式学习理论。从一所公立研究型大学护理学院的护理专业学生的最后一个学期的预科学士学位中抽取了12名参与者的样本。通过一对一的半结构化访谈收集数据，并通过归纳主题分析进行分析。
结果：分析产生了四个主题：专业和跨专业身份，与团队成员一起工作，沟通实践,和信任关系。跨主题的模式是临床环境文化，护理学校的准备，护士的角色，恐惧/担忧/担忧，和夜班。
结论：受体的一致性，欢迎临床环境，与团队成员进行实践交流的机会有助于跨专业合作实践技能的发展，并改善了对实践准备的看法。学术和临床教育工作者可能会使用发现（a）确定沉浸式实习的跨专业实践经验，(b)设计反映跨专业实践的课程，(三)推进教学策略，促进跨专业实践，(d)创造有助于专业和跨专业身份形成的学习环境。
目的：本研究的目的是探讨护理专业学生在临床沉浸过程中的跨专业实践经验对最终学期理学学士学位的意义。
方法：本描述性定性研究的理论框架是体验式学习理论。从一所公立研究型大学护理学院的护理专业学生的最后一个学期的预科学士学位中抽取了12名参与者的样本。通过一对一的半结构化访谈收集数据，并通过归纳主题分析进行分析。
结果：分析产生了四个主题：专业和跨专业身份，与团队成员一起工作，沟通实践,和信任关系。跨主题的模式是临床环境文化，护理学校的准备，护士的角色，恐惧/担忧/担忧，和夜班。
结论：受体的一致性，欢迎临床环境，与团队成员进行实践交流的机会有助于跨专业合作实践技能的发展，并改善了对实践准备的看法。学术和临床教育工作者可能会使用发现（a）确定沉浸式实习的跨专业实践经验，(b)设计反映跨专业实践的课程，(三)推进教学策略，促进跨专业实践，(d)创造有助于专业和跨专业身份形成的学习环境。
