擬真模式跨領域合作照護教育課程之成效探討

The Effectiveness of Simulated Training Course of Interprofessional Collaborative Care

李佳宜(Chia-Yi Lee) ； 侯貴圓(Kuei-Yuan Hou) ； 高啟蘭(Chi-Lan Kao) ； 蔡宗桓(Chung-Huan Chai) ； 林盈禎(Ying-Chen Lin) ； 游秀英(Hsiu-Ying Yu) ； 黃桂英(Kuei-Ying Huang) ； 孫靜軒(Ching-Shuan Sun) ； 趙慧玲(Hui-Lin Chao)

《台灣擬真醫學教育期刊》 4卷1期 (2017/06) Pp. 35-43

https://doi.org/10.6582/JTSSH.2017.4(1).04

摘要

背景與目的：跨領域合作照護為醫療照護中重要的一環，透過跨領域合作照護教育提升專業人員之間的相互瞭解與尊重，並期改善專業間合作和醫療照護品質。本研究採擬真模式建構跨領域合作照護訓練課程，目的在於評量此課程對提升學員認識其他專業的角色與範疇並體認跨領域合作照護重要性之成效。研究方法：本訓練課程以客觀結構式臨床技能測驗概念設計九個體驗站，依據護理、藥事、醫放、醫檢、呼治、營養、職治、物治、臨心等職類特性設計教案，學員經模擬操作認識各職類之角色與基本知識。課程依克柏屈模式之反應及學習層級進行成效評量，包含課後滿意度調查、訓練前後的筆試及態度自評。研究結果：於105 年8 月舉辦四場次課程，共36 名學員參與模擬體驗。於反應層級學員對整體課程滿意度達93.76 ± 0.94，於學習層級學員課後對各職類之工作範疇（t = -22.02, p＜ .001）及跨領域照護的態度（t = -3.99, p ＜ .001; t = -5.35, p ＜ .001）皆有顯著提升。結論：此擬真式跨領域照護課程有助於學員瞭解團隊專業人員之角色與工作範疇，並提升對跨領域合作之態度。未來研究可增加樣本數以探究此課程對不同專業背景及工作經驗學員的訓練效果，並進一步評量學員於團隊合作行為的改變及對醫療照護品質之影響。

關鍵字

跨領域團隊合作 ； 教育 ； 擬真訓練

並列摘要

Background and objective: Understanding the role and basic knowledge of other professions is an important part of interprofessional education (IPE) and can enhance interprofessional collaborative practice. The aim of this study was to evaluate training effects of a simulation-enhanced training course in increasing understanding of other professions' roles and improving attitudes about collaborative teamwork. Methods: According to the design of objective structured clinical examination, we developed the simulated experience programs including 9 stations designed by the project moderators of nursing, pharmacy, radiology, medical laboratory sciences, respiratory therapy, nutritional science, occupational therapy, physical therapy, and clinical psychology in Cathay General Hospital in Taiwan. Through simulated executing clinical works in each station, trainees can understand the roles and basic knowledge of these professions. Written examination, attitude evaluation, and satisfaction questionnaire were done to evaluate the outcomes of reaction and learning levels in the Kirkpatrick model. Results: Thirty six trainees participated this course in August 2016. In reaction level, trainees gave a general satisfaction rating of 93.76 ± 0.94. In learning level, trainees had significant improvement in attitudes (t = -3.99, p ＜ .001; t = -5.35, p ＜ .001) and understanding of other professions (t = -22.02, p ＜ .001). Conclusions: This simulated training course helped trainees to understand the roles and works of other professions and enhance their attitudes of interprofessional practice, and might be helpful to further cooperate and communicate with each other. Further studies will be needed to evaluate the behavioral changes of trainees and outcomes of health care.

並列關鍵字

Interprofessional collaborative practice ； Education ； Simulated training