跨領域團隊合作照護訓練教案執行成效之評價－以癌症末期病人為例

跨領域團隊合作照護訓練是藉由不同領域團隊間彼此學習，激發具創意解決方案。文獻發現新進護理人員面對病危及瀕死病人及其家屬時，常不知如何進行溝通、及安排有限生命與臨終相關事宜，希望能透過個案討論會、經驗分享與相關訓練課程，以增加靈性照護的能力與信心，故設計教案運用合作學習法強調「不同專業間的互動」，以影片教學、團體競賽、角色扮演與成果發表等方式，提升參與度與學習成效，並培養跨領域團隊合作照護能力，以符合臨床學習需求。在2014年共辦理4場次，涵蓋各領域學員共計191人。使用問卷由學員自我評量學習成效，以配對t-檢定進行統計分析，結果皆達顯著差異（p ＜ .05），認知方面：在「能說出末期病人跨領域團隊合作照護的目的與重要性」、「能描述於末期病人跨領域團隊照護中，所扮演的角色與功能」、「能舉例末期病人跨領域團隊合作照護中，至少五種職類成員的角色與功能」平均分別提升1.09、1.08、1.21分，且達顯著差異(p＜.001)。情意方面：在「能接受跨領域團隊合作照護各職類成員，並能相互學習」、「能整合跨領域團隊合作照護各成員的專業角色與意見」、「有自信能運用跨領域團隊合作照護方式照顧末期病人」平均分別提升0.58、0.55、0.82分，且達顯著差異(p＜.001)。技能方面，全數學員能結合「團隊照顧需求」，完成「IPP輔助思考模版」與「訓練紀錄表」。由此結果，亦協助聯合訓練醫院平行推展，提升跨領域團隊合作照護能力。

關鍵字

跨領域團隊合作照護；癌症末期病人；輔助思考模版

並列摘要

Interprofessional practice (IPP) is to create a solution through learning about, from and with other disciplines within the team. Nursing literatures had shown that the new nurses facing critically ill and dying patients and their families often do not know how to communicate and arrange a limited life and death-related matters. Our study aims to increase the ability and confidence to spiritual care through case discussions, experience sharing and related training programs. Methods:We designed this teaching program applying cooperative learning and focusing on ＂Interaction between different professions＂. Using video teaching, team competition, role-playing and presentation and other methods to enhance the participation and learning outcomes, and to develop interprofessional care skills to meet the needs of clinical practices.The program had been repeated four times in 2014. A total of 191 students from different disciplines were enrolled. Self-assessment questionnaires were completed by the participants. Paired t- test was used for statistical analysis.p-value ＜ .05 is statistically significant. Results: The cognitive aspects, in ＂can tell a terminally ill patient care interdisciplinary team purpose and importance＂, ＂can be described in the care of the terminally ill interdisciplinary team, the role and function＂, ＂give an example of a terminally ill patient care in interdisciplinary teamwork, at least five categories of roles and functions of the members', average upgrade 1.09, 1.08, 1.21 points respectively, and of significant differences(p ＜ .001). Affective aspect, in the ＂accept interdisciplinary team care for all categories of members, and to learn from each other＂, ＂can be integrated interdisciplinary team care professional role and views of its members＂, ＂confident to use interdisciplinary team care approach to take care of the end patients' average upgrade 0.58,0.55,0.82 points respectively, and of significant differences (p ＜ .001). Skills aspect, students can combine full ＂team to take care of the needs of＂ complete ＂IPP auxiliary thinking template＂ and ＂training record table.＂ Joint training will help hospitals take forward in parallel to enhance the interdisciplinary team care skills.

並列關鍵字

Interprofessional practice ； terminal cancer patients ； thinking template

國際替代計量

跨領域團隊合作照護訓練教案執行成效之評價－以癌症末期病人為例

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