運用KAS思考模版導入醫院跨領域團隊合作照護與教育

Application of KAS Thinking Template in Hospital Interprofessional Practice and Education

楊惠芳(Hui-Fang Yang) ； 鍾欣怡(Hsing-Yi Chung) ； 高東煒(Tung-Wei Kao) ； 林永崇(Jun-Chung Lin) ； 陳金順(Jin-Shuen Chen) ； 查岱龍(Tai-Long Cha) ； 林石化(Shih-Hua Lin) ； 劉峰誠(Feng-Cheng Liu)

《台灣家庭醫學雜誌》 27卷4期 (2017/12) Pp. 191-200

https://doi.org/10.3966/168232812017122704001

摘要

現今醫療照護的最終目標是希望達到提昇全人醫療照護品質，利用探討跨領域團隊合作照護(interprofessional practice, IPP)與跨領域團隊合作照護教育(interprofessional education, IPE)，來學習不同專業間如何以尊重的態度互動，並掌握團隊合作的知識與技巧，需要協助時如何正確地接觸對象並適時求援，強化醫療體系提供適切的醫療服務，以病人為中心，達成改善疾病預後。本文提供一紅斑性狼瘡個案情境以KAS(knowledge、attitude、skill)思考模版方式導入之團隊合作照護與教學方式，經由跨領域的案例討論方式，使新進受訓人員能瞭解其他領域的專業內容，進而知道各職類在照護病人過程中所扮演的不同角色，培育尊重彼此各專業之特色、共享專業知識及以病人為中心之分享決策過程，一起解決病人的健康問題，進而持續推展施行於醫院各臨床科部與各職類醫事人員，讓此模式可以常規地運用在每日臨床照護病人身上，並使所有的醫療團隊成員可以在工作中持續地成長與增進照護病人的能力。

關鍵字

跨領域團隊合作照護 ； 領域團隊合作照護教育 ； 全人照護 ； 思考模版

並列摘要

The ultimate goal of today's medical care is to improve the quality of holistic health care. By exploring interprofessional practice and education, we can learn how professionals in diverse fields interact and collaborate with each other in a mutually respectful and task-oriented manner to learn the knowledge and skills necessary for effective teamwork. In addition, we can understand how to approach patients in ways that meet their needs and when to call for timely assistance. The health care system can also be strengthened in order to provide patient-centered medical services that improve prognoses. This article examines a case of lupus erythematosus, where the KAS (Knowledge, Attitude, Skill) thinking template is incorporated into the cooperative health care and teaching methods. Through cross-disciplinary case discussion, new trainees are able to learn about professional expertise in other disciplines, thereby gaining valuable knowledge about the different roles the members of an interdisciplinary team play in the health care process. This cultivates respect for the specialties of various professions, enables the sharing of expertise and experience, and initiates a shared decision-making process that places patients at the center, whereby their health problems are solved in a cooperative manner. The model can be routinely applied to clinical healthcare to help promote continuous learning of team members at work and enhance their ability to care for patients.

並列關鍵字

holistic health care ； interprofessional education ； interprofessional practice ； thinking template

參考文獻

World Health Organization: Framework for Action on Interprofessional Education and Collaborative Practice. Health Professions Networks Nursing and Midwifery Human Resources for Health, 2010.

Smetzer JL: Medication error reporting system. In: Cohen MR ed. Medication Errors. 2nd ed. Washington DC: American Pharmacists Association, 2007: 535.

Velji K, Baker GR, Fancott C, et al: Effectiveness of an adapted SBAR communication tool for a rehabilitation setting. Health Q 2008; 11(3 Spec No.): 72-9.

Proudfoot J, Jayasinghe UW, Holton C, et al: Team climate for innovation: what difference does it make in general practice? Int J Qual Health Care 2007; 19: 164-9.

Strasser DC, Falconer JA, Stevens AB, et al: Team training and stroke rehabilitation outcomes: a cluster randomized trial. Arch Phys Med Rehabil 2008; 89: 10-5.