综合医疗保健和补充医学被美国人口广泛使用,然而,健康专业学习者通常没有接受足够的教育来指导患者使用这些方法。这种跨专业的标准化患者锻炼(ISPE)为学习者提供了讨论各种医疗保健专业人员在照顾对综合健康策略感兴趣的患者方面的角色的机会。并合作制定护理计划。利用这种ISPE格式符合综合健康的原则,因为它需要跨专业合作来满足患者的多方面需求。
ISPE的持续时间约为三小时,所有UCSF都需要,第三年牙科,物理治疗,和医学生;二年级护士生,和药学四年级学生。社会工作,营养,牧师的学员也参加了。在4-5名学习者的跨专业团队中工作,团队成员讨论案例信息,单独采访标准化患者(SP),共同制定护理计划,and,与SP讨论该计划。向主持人汇报了经验。
在2016-17年,520名学习者参加了ISPE。他们一致认为,他们了解了其他医疗保健专业人员的角色(M=5.24,以六点为量表,SD=1.27),并且他们会向其专业的同学推荐ISPE(M=5.25,SD=1.30)。
学生们欣赏观察来自其他健康专业的学习者与SP互动的能力,以及如何整合不同的观点和专业知识以创建全面的护理计划。该练习可以适应当地卫生专业学习者。
Integrative health care and complementary medicine are widely used by the U.S. population, yet health professions learners are typically inadequately educated to counsel patients on the use of these approaches. This interprofessional standardized patient exercise (ISPE) provides learners the opportunity to discuss various health care professionals\' roles in caring for a patient interested in integrative health strategies, and to collaborate on a care plan. Utilizing this ISPE format aligns with the principles of integrative health as it requires interprofessional collaboration to address the multifaceted needs of patients.
The ISPE is approximately three hours in duration, and required of all UCSF, third-year dentistry, physical therapy, and medical students; second-year nurse practitioner students, and fourth-year pharmacy students. Social work, nutrition, and chaplain trainees also participated. Working in interprofessional teams of 4-5 learners, team members discuss
case information, interview the standardized patient (SP) individually, jointly formulate a care plan, and, discuss the plan with the SP. The experience is debriefed with a facilitator.
In 2016-17, 520 learners participated in the ISPE. They agreed that they learned about the roles of other health care professionals (M = 5.24 on a six-point scale, SD = 1.27), and that they would recommend the ISPE to fellow students in their profession (M = 5.25, SD = 1.30).
Students appreciated the ability to observe learners from other health professions interacting with the SP, and how different perspectives and expertise were integrated to create a comprehensive care plan. The exercise can be adapted to accommodate local health professions learners.