KNOWLEDGE TRANSLATION OF INTERPROFESSIONAL COLLABORATIVEORATIVE PATIENT-CENTRED PRACTICE: THE WORKING TOGETHER PROJECT EXPERIENCE
KNOWLEDGE TRANSLATION OF INTERPROFESSIONAL COLLABORATIVEORATIVE PATIENT-CENTRED PRACTICE: THE WORKING TOGETHER PROJECT EXPERIENCE
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DOI：
10.7202/029700ar
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发表时间：
2008-09-01
影响因子：
0.1
通讯作者：
Hall, Pippa
中科院分区：
文献类型：
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作者：
MacDonald, Colla J.;Archibald, Douglas;Hall, Pippa
共同工作(WT)项目涉及为长期护理(LTC)中的医疗保健团队设计和提供在线学习资源，以便能够容易地获取关于跨专业协作以患者为中心的实践(ICPCP)的知识，然后将其转移到工作场所。本文的目的是为了更好地理解卫生保健专业人员继续教育中的知识转化过程，通过记录我们使用Lavis等人的S(2003)的组织知识转移框架的经验，并强调这种方法在WT计划的设计、开发、交付和评估中所产生的影响。来自加拿大安大略省17个LTC家庭的59名药剂师、医生、护士和护士参与了这一项目。使用需求驱动学习模式(DDLM)评估工具(MacDonald，Breithaupt，Stodel，Farres，&Gabriel，2002)评估了ICPCP通过WT项目进行知识转化的有效性，以评估学习者对学习资源的反应。来自岗位前定量调查和定性访谈的数据显示，学习者认为使用WT在线资源是一种令人满意的学习体验，获得了关于ICPCP的新知识和技能，将知识转移到工作场所，并报告学习对他们关心的居民有积极影响。
The Working Together (WT) project involved the design and delivery of an online learning resource for healthcare teams in long-term care (LTC) so that knowledge regarding interprofessional collaborative patient-centred practice (ICPCP) could be readily accessed and then transferred to the workplace. The purpose of this paper is to better understand the process of knowledge translation in continuing education for healthcare professionals by documenting our experiences using Lavis et al.'s (2003) organizing framework for knowledge transfer, and highlighting the impact this approach had on the design, development, delivery, and evaluation of the WT program. Fifty-nine pharmacists, physicians, nurses, and nurse practitioners from 17 LTC homes across Ontario, Canada participated in this project. The effectiveness of the knowledge translation of ICPCP through the WT project was evaluated using the Demand-Driven Learning Model (DDLM) evaluation tool (MacDonald, Breithaupt, Stodel, Farres, & Gabriel, 2002) to assess learners' reactions to the learning resource. Data from quantitative pre-post surveys and qualitative interviews revealed that learners found using the WT online resource to be a satisfactory learning experience, obtained new knowledge and skills regarding ICPCP, transferred knowledge to the workplace, and reported that learning had a positive effect on the residents they cared for.