아동간호를 위한 전문직 간 교육 프로그램 개발 및 평가
Development and Evaulation of Interprofessional Education for Pediatric Nursing
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
Purpose: This study aimed to investigate the readiness for interprofessional education and educational needs, develop a pediatric nursing clinical practicum program for interprofessional education, and evaluate its effectiveness. Methods: A survey of total 272 undergraduate nursing students and medical students and a focus group interview were used to explore the need of interprofessional education. An interprofessional pediatric nursing practicum program was developed. The program consisted of three sessions: orientation and ice break (1 h), holo-patient assessment (1 h), and 5 twins team-based learning (2 h). Effectiveness was evaluated among nine nursing and medical students. Data were analyzed by descriptive statistics, the independent t-test, and the Wilcoxon rank-sum paired t-test. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in medical students. And the scores significantly increased after participating in the program (Z=-2.81, p=.005). The overall satisfaction with the program was 4.33 out of 5 points. Conclusion: The interprofessional education program had a positive effect on the readiness for interprofessional learning. This program can have a positive impact on patient safety and quality of care and can contribute to the expansion of nursing education through various teaching methods.
Abstract
Purpose: This study aimed to investigate the readiness for interprofessional education and educational needs, develop a pediatric nursing clinical practicum program for interprofessional education, and evaluate its effectiveness. Methods: A survey of total 272 undergraduate nursing students and medical students and a focus group interview were used to explore the need of interprofessional education. An interprofessional pediatric nursing practicum program was developed. The program consisted of three sessions: orientation and ice break (1 h), holo-patient assessment (1 h), and 5 twins team-based learning (2 h). Effectiveness was evaluated among nine nursing and medical students. Data were analyzed by descriptive statistics, the independent t-test, and the Wilcoxon rank-sum paired t-test. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in medical students. And the scores significantly increased after participating in the program (Z=-2.81, p=.005). The overall satisfaction with the program was 4.33 out of 5 points. Conclusion: The interprofessional education program had a positive effect on the readiness for interprofessional learning. This program can have a positive impact on patient safety and quality of care and can contribute to the expansion of nursing education through various teaching methods.
참고문헌 (30)
- Adib-Hajbaghery, M., "Effect of simulation training on the development of nurses and nursing students' critical thinking : A systematic literature review", Nurse Education Today, 50, pp.17~24 (2017)[DOI]
- Alinier, G., "Immersive clinical simulation in undergraduate health care interprofessional education : Knowledge and perceptions", Clinical Simulation in Nursing, 10(4), pp.e205~e216 (2014)[DOI]
- Andersen P., "Interprofessional simulation : Developing teamwork using a two-tiered debriefing approach", Clinical Simulation in Nursing, 20, pp.15~23 (2018)[DOI]
- Costello, M., "Student experiences of interprofessional simulation : Findings from a qualitative study", Journal of Interprofessional Care, 32(1), pp.95~97 (2018)[DOI]
- Core competencies for interprofessional collaborative practice: 2016 update, "Interprofessional Education Collaborative(IPEC)", Interprofessional Education Collaborative, ~ (2016)
- 장용이, "신규간호사의 직무스트레스에 미치는 영향 요인에 관한 연구", 예술인문사회 융합 멀티미디어 논문지, 8(2), pp.793~803 (2018), 사단법인 인문사회과학기술융합학회[DOI]
- Killam, L. A., "Challenges to student learning in the clinical setting : A qualitative descriptive study", Nurse Education Today, 33(6), pp.684~691 (2013)[DOI]
- 김미강, "천식 아동 간호에 대한 가상현실 시뮬레이션과 블렌디드 시뮬레이션 교육 효과", Child Health Nursing Research, 25(4), pp.496~506 (2019), 한국아동간호학회[DOI]
- 김소연, "의과대학에서의 보건의료 전문직 간 교육에 대한 현황과 인식", 의학교육논단, 19(1), pp.10~17 (2017), 연세대학교 의과대학
- Kirkpatrick, D. L., "Evaluating training programs: The four levels" (2006), Berrett- Koehler
- Labrague, L. J., "Interprofessional simulation in undergraduate nursing program : An integrative review", Nurse Education Today, 67, pp.46~55 (2018)[DOI]
- 이현경, "간호학과와 타 보건의료관련 학과 학생들의 전문직 간 학습 준비도 차이", 한국간호교육학회지, 25(3), pp.312~320 (2019), 한국간호교육학회[DOI]
- Marcussen, M., "The effects of Interprofessional education in mental health practice : Findings from a systematic review", Academic Psychiatry, 43, pp.200~208 (2019)[DOI]
- Marion-Martins, A. D., "Interprofessional simulation effects for healthcare students : A systematic review and meta-analysis", Nurse Education Today, 94, pp.104568~ (2020)[DOI]
- Mayfield, M., "Creating training and development programs : Using the ADDIE method", Development and Learning in Organisations, 25(3), pp.19~22 (2011)[DOI]
- McFadyen, A. K., "The readiness for interprofessional learning scale : A possible more stable sub-scale model for the original version of RIPLS", Journal of Interprofessional Care, 19(6), pp.595~603 (2005)[DOI]
- Parsell, G., "The development of a questionnaire to assess the readiness of health care students for interprofessional learning(RIPLS)", Medical Education, 33(2), pp.95~100 (1999)[DOI]
- Profit, J., "Teamwork in the NICU setting and its association with health care–associated infections in very low-birth-weight infants", American Journal of Perinatology, 34(10), pp.1032~1040 (2017)[DOI]
- Riskiyana, R., "Objectively measured interprofessional education outcome and factors that enhance program effectiveness : A systematic review", Nurse Education Today, 66, pp.73~78 (2018)[DOI]
- Rohrig, L., "Interprofessional simulation in a digital world : Teaching collaborative practice in web-based environments", Nursing Clinics of North America, 57(4), pp.639~652 (2022)[DOI]
- Rosenstein, A. H., "Incidence and impact of physician and nurse disruptive behaviors in the emergency department", The Journal of Emergency Medicine, 43(1), pp.139~148 (2012)[DOI]
- Rossler, K., "Healthcare simulation standards of best practiceTM simulation-enhanced interprofessional education", Clinical Simulation in Nursing, 58, pp.49~53 (2021)[DOI]
- 신현숙, "고위험 신생아 무호흡 응급관리 시뮬레이션 시나리오 평가", Child Health Nursing Research, 21(2), pp.98~106 (2015), 한국아동간호학회[DOI]
- Soonyoung Shon, "Core educational components of interprofessional education in pediatric emergencies: An integrated review", Child Health Nursing Research, 27(2), pp.111~126 (2021), 한국아동간호학회
- Tak, J. K., "Psychological testing: An understanding of development and evaluation method" (2007), Hakjisa Publisher
- Vuurberg, G., "The effectiveness of interprofessional classroom-based education in medical curricula : A systematic review", Journal of Interprofessional Education & Practice, 15, pp.157~167 (2019)[DOI]
- Wang, W., "The effect of ISBARR on knowledge of and attitudes about interprofessional communication skills among Chinese undergraduate nursing students", Nurse Education Today, 109, pp.105207~ (2022)[DOI]
- "Framework for action on interprofessional education and collaborative practice (No. WHO/ HRH/HPN/10.3)" (2010)[URL]
- "Process of translation and adaptation of instruments" (2016)[URL]
- Wyckoff, M. H., "Neonatal life support : 2020 international consensus on cardiopulmonary resuscitation and emergency cardiovascular care science with treatment recommendations", Circulation, 142(16_suppl_1), pp.S185~S221 (2020)[DOI]