Application of Interprofessional Education Model to University Pre-Licensure Health Students in the Management of Chronic Care Conditions in Zambia.
Application of Interprofessional Education Model to University Pre-Licensure Health Students in the Management of Chronic Care Conditions in Zambia.
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DOI：
10.55320/mjz.49.2.1118
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Goma FM
中科院分区：
文献类型：
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作者：
Musenge EM;Nzala SH;Kabinga-Makukula M;Wahila R;Machona P;Kalungia AC;Daka H;Simpamba M;Imakando MM;Kayamba V;Mwiinga-Kalusopa V;Soko G;Simuyemba MC;Kampata-Olowski L;Zyambo C;Katowa-Mukwato P;Chigunta M;Phiri MM;Mwiinga C;Kwaleyela C;Kaile T;Vwalika B;Kafumukache E;Maimbolwa MC;Goma FM
有证据表明，与来自单一卫生学科的个人相比，多学科卫生保健团队可以提供更好的护理质量和治疗结果。本文所依据的项目将跨专业教育模式应用于赞比亚大学准执照卫生专业学生的慢性病管理。四种不同但相互关联的方法，即案头审查；模块开发工作坊；由专家对模块进行评审和验证；对培训模块进行了试点和审查。确定了目前存在并在其他环境中被高等教育机构成功使用的几种跨专业教育模式。虽然确定了几种跨专业教育模式，但我们的项目采用了“教学计划、社区经验和跨专业模拟经验”模式。为了应用这些模型，开发并试点了七种慢性护理条件的模块。学生对模块活动促进跨专业教育的程度的评价在74 - 87%之间（同意或非常同意）。该项目确定并采用了三种跨专业教育模式，并开发了七个模块并对学生进行管理。这一过程对于在本科阶段提出跨专业培训计划是有效的，具有提高患者护理质量的潜力。
There is evidence that multidisciplinary healthcare teams can provide better quality of care and treatment outcomes compared to that delivered by individuals from a single health discipline. The project on which this article is based applied the interprofessional education model to university pre-licensure health students in the management of chronic care conditions in Zambia. Four distinct but interrelated approaches, namely desk review; module development workshops; review and validation of modules by experts; piloting and review of the training modules were employed. Several models of interprofessional education currently in existence and used successfully by higher education institutions in other settings were identified. While several models of Interprofessional Education were identified, our project adapted the “didactic program, community-based experience, and interprofessional-simulation experience” models. To apply the models, modules of seven chronic care conditions were developed and piloted. The extent to which the module activities promoted interprofessional education were rated between 74 – 87% (agree or strongly agree) by the students. Three models of Interprofessional Education were identified and adapted in the project, and seven modules were developed and administered to the students. The process was effective for putting forth an interprofessional training program at the undergraduate level, with the potential to improve quality of care for patients.