Changes in attitudes of undergraduate students learning interprofessional education in the absence of patient safety modules: Evaluation with a modified T-TAQ instrument
Changes in attitudes of undergraduate students learning interprofessional education in the absence of patient safety modules: Evaluation with a modified T-TAQ instrument
复制标题
在缺乏患者安全模块的情况下学习跨专业教育的本科生态度的变化：使用改良的 T-TAQ 仪器进行评估
DOI：
10.1080/13561820.2019.1598951
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发表时间：
2019
影响因子：
2.7
通讯作者：
and Kama A
中科院分区：
文献类型：
--
作者：
Watanabe H;Makino T;Tokita Y;Kishi M;Lee B;Matsui H;Shinozaki H;and Kama A
支持良好团队合作的沟通是患者安全的关键机制。本科跨专业教育（IPE）为学生提供了有助于团队合作的心理因素的基本理解。为了发展IPE，培养病人安全的合作心态，学生对病人安全的态度变化进行了评估。在2017学年对修改后的态度对医疗保健团队规模（ATHCTS）和修改后的团队合作态度问卷（T-TAQ）的学生前和后IPE程序的分数的变化进行了评估。一百五十一名学生（n= 151）的五个卫生专业（医学，护理，实验室科学，物理治疗和职业治疗）和125名学生的可能167完成了调查之前和之后的IPE计划，分别。在修订后的ATHCTS中，14个项目中有11个项目显示出显著变化。“护理服务质量”和“以病人为中心的护理”分量表显示回归因子得分显著增加。相比之下，30个项目中只有7个项目在改良的T-TAQ中显示出显著增加。然而，五个类别中有四个类别显示出显著的增长，尽管因素结构与T-TAQ类别结构不一致。IPE计划可能有很大的能力来培养合作的能力，以确保患者安全。然而，IPE的发展可能需要以前的科目提供具体的知识，病人的安全，特别是沟通和领导。
Communication underpinning well-functioning teamwork is a key mechanism for patient safety. Undergraduate interprofessional education (IPE) provides students with a basic understanding of the psychological factors contributing to teamwork. To develop IPE fostering a collaborative mindset for patient safety, attitudinal changes of students for patient safety were evaluated. Changes in the scores of the modified attitudes toward health care teams scale (ATHCTS) and the modified teamwork attitudes questionnaire (T-TAQ) of students pre-and post-IPE program were evaluated in the 2017 academic year. One hundred and fifty-one students (n= 151) of five health professions (medicine, nursing, laboratory science, physiotherapy and occupational therapy) and 125 students of a possible 167 completed the survey before and after the IPE program, respectively. In the modified ATHCTS, 11 out of 14 items showed a significant change. The “quality of care delivery” and “patient-centered care” subscales showed significant increases in the regression factor score. In contrast, only 7 out of 30 items showed a significant increase in the modified T-TAQ. Four out of five categories, however, showed a significant increase, although the factor structure did not correspond to the T-TAQ category structure. The IPE program may have significant capacity to cultivate competencies to collaborate for patient safety. However, development of IPE may require preceding subjects providing concrete knowledge for patient safety, especially for communication and leadership.