跨領域團隊合作教育訓練策略－設計與心智圖運用

Interprofessional Education Strategy: Design and Application of Mind Maps

詹雅惠(Ya-Hui Tsan) ； 古玉貞(Yu-Chen Ku) ； 黃意媜(Yi-Chen Huang) ； 王敏華(Min-Hua Wang) ； 翁新惠(Shin-Huey Wung)

《醫療品質雜誌》 12卷2期 (2018/03) Pp. 76-83

摘要

目的：提升PGY學員應用跨領域團隊合作照護(Interprofessional Practice，IPP)所需的核心能力。材料與方法：以2016年13位新進護理師與呼吸治療師學員為對象，應用成人學習與經驗學習理論編寫教案。活動前先以影片介紹IPP相關概念，接著採用團隊資源管理手法，領導學員與跨團隊成員進行溝通討論並互助合作，歸納出最佳照護方案，活動後以IPP核心能力問卷、滿意度問卷及心智圖評值成效。結果：IPP核心能力總平均由67.2±7.5分增加至81.3±7.9分，課程滿意度86.9±4.7分，心智圖清楚呈現IPP邏輯思維，返回單位後3個月亦能將IPP實際應用成果以心智圖展現。結論：本教學策略設計能有效提升學員IPP核心能力，並平行推展至其他職類，對於提升跨領域團隊合作照護與臨床教學品質有所助益。

關鍵字

跨領域團隊合作教育訓練 ； 跨領域團隊合作照護 ； 核心能力 ； 心智圖

並列摘要

Aim: The interprofessional education (IPE) strategy aimed to improve PGY learners' core competencies required for interprofessional practice (IPP). Materials and methods: Study participants (N = 13) included PGY new nurses and respiratory therapists. The IPE course applied adult education and experiential learning theory to design didactic components and introduced IPP-related concepts on video before teaching. Team resource-management practices that enabled students to communicate, discuss, and cooperate with cross-team members were features of the most successful care programs. The IPE competency questionnaire, satisfaction scales, and mind map were the primary outcome measures. Results: The average IPP core competence scores increased from 67.2 ± 7.5 to 81.3 ± 7.9 after intervention. The satisfaction score was 86.9 ± 4.7. The mind map illustrated the logical thinking required for IPP. After 3 months of intervention, participants could present the IPP practical in mind map. Conclusion: The IPE project effectively enhanced learners' IPP core competencies, extended teaching model aids to relevant units, and improved interdisciplinary teamwork and clinical teaching quality.

並列關鍵字

Interprofessional education (IPE) ； interprofessional practice (IPP) ； core competence ； mind map