Achieving clinical nurse specialist competencies and outcomes through interdisciplinary education
Achieving clinical nurse specialist competencies and outcomes through interdisciplinary education
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DOI：
10.1097/00002800-200603000-00008
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发表时间：
2006-03-01
影响因子：
1.2
通讯作者：
Wolf, S
中科院分区：
文献类型：
--
作者：
Sievers, B;Wolf, S
由于没有受过正规教育，许多医疗保健专业人员无法培养跨学科的团队技能；然而，当学生通过学术性的临床学习经历被社会化到跨学科的实践中时，有效的协作技能就可以被培养出来。越来越多的教育环境面临挑战，包括学生的临床经验，教学和示范跨学科合作。目的：这项质量改进计划的目的是为临床护理专家（CNS）学生和研究生医师创造一个跨学科的教育体验。项目描述：跨学科的学习体验，由教育资助支持，为跨学科的学习者群体提供了一个参与临床重点学习体验的机会。跨学科队列包括处于研究生培训不同阶段的CNS学生和医生。所选择的临床经验是一个质量改进的倡议，其中向学生介绍了质量改进的概念和工具。在这1个月的临床经验中，学生们通过实施一个质量改进项目来应用新技能，重点是在门诊环境中进行药物和解。CNS的核心能力和结果被用来塑造CNS学生的体验。结果：CNS学生表现出了CNS的7个基本特征中的5个（领导能力、协作能力、咨询技能、道德行为和专业属性），同时展示了能力并实现了绩效预期。在这次学习经历中，CNS学生关注的是组织影响力领域的能力和结果。确定了多种促进因素和障碍。结论：这一跨学科的临床经验在质量改进倡议中为CNS学生提供了宝贵的机会来发展基本的CNS特征并探索系统领域的实践能力。启示：跨学科的临床经验为学生提供了发展必要的合作和沟通技巧的机会。教育工作者应该为学生创造跨学科的教育经验，以更好地为他们在临床环境中的角色做好准备。
Without formal education, many healthcare professionals fail to develop interdisciplinary team skills; however, when students are socialized to interdisciplinary practice through academic clinical learning experiences, effective collaboration skills can be developed. Increasingly, educational environments are challenged to include clinical experiences for students that teach and model interdisciplinary collaboration. Purpose: The purpose of this quality improvement initiative was to create an interdisciplinary educational experience for clinical nurse specialist (CNS) students and postgraduate physicians. Description of the Project: The interdisciplinary learning experience, supported by an educational grant, provided an interdisciplinary cohort of learners an opportunity to engage in a clinically focused learning experience. The interdisciplinary cohort consisted of CNS students and physicians in various stages of postgraduate training. The clinical experience selected was a quality improvement initiative in which the students were introduced to the concepts and tools of quality improvement. During this 1-month clinical experience, students applied the new skills by implementing a quality improvement project focusing on medication reconciliation in the outpatient setting. The CNS core competencies and outcomes were used to shape the experience for the CNS students. Outcome: The CNS students exhibited 5 of the 7 essential characteristics of the CNS (leadership, collaboration, consultation skills, ethical conduct, and professional attributes) while demonstrating competencies and fulfilling performance expectations. During this learning experience, the CNS students focused on competencies and outcomes in the organizational sphere of influence. Multiple facilitating factors and barriers were identified. Conclusion: This interdisciplinary clinical experience in a quality improvement initiative provided valuable opportunities for CNS students to develop essential CNS characteristics and to explore practice competencies in the area of systems. Implications: Interdisciplinary clinical experiences offer students opportunities to develop needed collaboration and communication skills. Educators should create interdisciplinary educational experiences for students to better prepare them for their roles in a clinical setting.