PDF(Pubmed)
Abstract：
UNASSIGNED: For future success in the modern health care environment, health professions students require effective interprofessional education experiences to develop their perceptions of other professionals on the health care team. The Interprofessional Standardized Patient Experience (ISPE) is an interprofessional education activity for prelicensure health professional students in nursing, pharmacy, physical therapy, medicine, social work, and occupational therapy.
UNASSIGNED: The ISPE involved collaboration among students to conduct a subjective interview. Students from six health care professions individually interviewed a simulated patient while being observed by students from other professions. A structured faculty-guided debriefing session followed the comprehensive interview process. Students completed a voluntary pre- and post-ISPE survey with interprofessional questions and feedback on the activity. Descriptive statistics were used to analyze individual responses. Differences in student opinions by student profession and by the number of professions present were examined using chi-square tests.
UNASSIGNED: Over 4 consecutive academic years, 1,265 students completed the ISPE, and 1,028 completed the pre- and post-ISPE surveys. Analysis of the survey responses indicated that the ISPE enhanced student awareness of the functions of an interprofessional team and increased student knowledge of the roles of different health care professions. Students rated the ISPE as a valuable experience. Differences were noted in some of the measures by profession and group size.
UNASSIGNED: A single ISPE had a significant impact on prelicensure students\' perceptions. The ISPE is a novel and effective approach to interprofessional education that students appreciate.
UNASSIGNED: The ISPE involved collaboration among students to conduct a subjective interview. Students from six health care professions individually interviewed a simulated patient while being observed by students from other professions. A structured faculty-guided debriefing session followed the comprehensive interview process. Students completed a voluntary pre- and post-ISPE survey with interprofessional questions and feedback on the activity. Descriptive statistics were used to analyze individual responses. Differences in student opinions by student profession and by the number of professions present were examined using chi-square tests.
UNASSIGNED: Over 4 consecutive academic years, 1,265 students completed the ISPE, and 1,028 completed the pre- and post-ISPE surveys. Analysis of the survey responses indicated that the ISPE enhanced student awareness of the functions of an interprofessional team and increased student knowledge of the roles of different health care professions. Students rated the ISPE as a valuable experience. Differences were noted in some of the measures by profession and group size.
UNASSIGNED: A single ISPE had a significant impact on prelicensure students\' perceptions. The ISPE is a novel and effective approach to interprofessional education that students appreciate.
摘要：
■为了在现代医疗保健环境中取得未来的成功，健康专业的学生需要有效的跨专业教育经验，以发展他们对医疗保健团队中其他专业人员的看法。跨专业标准化患者体验（ISPE）是针对护理专业的健康专业学生的跨专业教育活动，药房,物理治疗,医学,社会工作,和职业治疗。
■ISPE涉及学生之间的合作以进行主观面试。来自六个医疗保健专业的学生分别采访了一名模拟患者，同时被其他专业的学生观察。在全面的面试过程之后，进行了结构化的教师指导的汇报会。学生完成了ISPE前后的自愿调查，并提供了有关活动的跨专业问题和反馈。描述性统计用于分析个体反应。使用卡方检验检查了按学生职业和现有职业数量划分的学生意见差异。
■连续4个学年，1,265名学生完成了ISPE，1,028人完成了ISPE前后的调查。对调查答复的分析表明，ISPE提高了学生对跨专业团队职能的认识，并增加了学生对不同医疗保健专业角色的了解。学生将ISPE评为宝贵的经验。在按职业和团体规模划分的某些衡量标准中发现了差异。
■一次ISPE对预科学生的观念产生了重大影响。ISPE是学生欣赏的跨专业教育的一种新颖有效的方法。
■ISPE涉及学生之间的合作以进行主观面试。来自六个医疗保健专业的学生分别采访了一名模拟患者，同时被其他专业的学生观察。在全面的面试过程之后，进行了结构化的教师指导的汇报会。学生完成了ISPE前后的自愿调查，并提供了有关活动的跨专业问题和反馈。描述性统计用于分析个体反应。使用卡方检验检查了按学生职业和现有职业数量划分的学生意见差异。
■连续4个学年，1,265名学生完成了ISPE，1,028人完成了ISPE前后的调查。对调查答复的分析表明，ISPE提高了学生对跨专业团队职能的认识，并增加了学生对不同医疗保健专业角色的了解。学生将ISPE评为宝贵的经验。在按职业和团体规模划分的某些衡量标准中发现了差异。
■一次ISPE对预科学生的观念产生了重大影响。ISPE是学生欣赏的跨专业教育的一种新颖有效的方法。
