背景:在医疗服务提供中,基于团队的跨专业协作护理方法已被认为对世界各地的医疗改革很重要。许多学术机构已将跨专业教育(IPE)整合到医疗保健学科的执照前学生的课程中,但很少有人为跨专业实践(IPP)提供正式的倡议。人们认识到,体验式学习(EL)可以在支持IPP教育计划方面发挥重要作用;但是,人们对如何在医疗机构的IPP教育中使用EL知之甚少。
方法:我们进行了范围审查,以绘制同行评审的文献,这些文献描述了涉及EL的IPP教育计划,适用于医疗保健学科的预科学生。在MEDLINE进行了文献检索,CINAHL,EMBASE,ERIC,PsycINFO,Scopus,和社会服务摘要。重复数据删除后,两名独立审稿人筛选了5664条记录的标题和摘要,然后筛选了252篇全文文章,产生了100篇文章用于数据提取。数据是使用Excel模板提取的,和结果综合起来以叙述和表格形式呈现。
结果:包含的100篇文章代表了12个国家,IPP教育计划在三种主要类型的文献中进行了描述-初级研究,程序说明,和计划评估。43篇文章使用了一种理论,框架,或设计他们的计划的模型,只有八个特定于EL。采用了各种教学和学习策略,例如小型跨专业学生群体,团队挤在一起,直接提供护理,和反思活动,但很少有倡议利用完整的EL周期。评估了一系列观点和成果,如学生的学习成果,包括与IPP相关的能力,IPP计划的影响和看法,和其他如客户满意度。
结论:很少使用专门针对EL的教育框架来告知EL教学和学习策略,以巩固IPE学习并为学生在医疗机构中的IPP做好准备。对现有EL框架和模型的进一步开发和评估将有利于为医疗保健学科的学生支持强大的IPP教育计划。故意的,体贴,和综合使用由理论知情的EL可以在IPP教育方法和未来的医疗保健队伍的准备方面做出重要贡献。
BACKGROUND: Interprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings.
METHODS: We conducted a scoping
review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services Abstracts. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats.
RESULTS: The 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature - primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction.
CONCLUSIONS: Few educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.