Implementing a Nurse-Shadowing Program for First-Year Medical Students to Improve Interprofessional Collaborations on Health Care Teams
Implementing a Nurse-Shadowing Program for First-Year Medical Students to Improve Interprofessional Collaborations on Health Care Teams
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DOI：
10.1097/acm.0b013e31826216d0
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发表时间：
2012-09-01
影响因子：
7.4
通讯作者：
White, Casey
中科院分区：
文献类型：
--
作者：
Jain, Anuja;Luo, Eva;White, Casey
虽然医生和护士在提供基于团队的协作护理方面发挥了关键作用，但关于典型医疗保健环境中医生和护士之间当前关系的文献揭示了影响他们提供的患者护理质量的令人困扰的特征。研究报告说，组织内部和组织之间的沟通失败、协调不力以及零散的护理，这些都与用药错误、患者安全问题和患者死亡有关。由于医生和护士的关系是高功能患者护理团队的关键组成部分，因此需要进行课程干预，以改善医生和护士之间的沟通，并避免可能危及他们提供的患者护理质量的职业冲突。目前，医学院对学生提供的关于其他卫生保健专业人员角色的教育和培训有限。2009年，为了开始在课程中解决这一需求，作者在密歇根大学医学院实施了一个护士跟踪计划。他们旨在帮助一年级医学生更多地了解护士在卫生保健中的作用，以积极影响他们对护士的态度，并提高他们对护士在卫生保健团队中角色的理解。干预前后的调查结果显示，通过干预，医学生对护士的态度有所改善，对护士的专业知识有所增加。在这篇文章中，作者提供了半天课程的描述，其有效性的证据，这些发现的含义，以及未来指导医学生如何有效地在跨专业团队中工作。
Although physicians and nurses play critical roles in providing team-based collaborative care, the literature on current relationships between physicians and nurses in typical health care settings reveals troublesome characteristics that affect the quality of the patient care that they provide. Studies report communication failures, poor coordination, and fragmented care within and across organizations, which then have been associated with medication errors, patient safety issues, and patient deaths. Because the physician-nurse relationship is a critical component of a high-functioning patient care team, curricular interventions are needed to improve communication between physicians and nurses and to avoid professional conflict that can potentially compromise the quality of the patient care they offer.Currently, medical schools provide students with limited education and training on the roles of other health care professionals. In 2009, to begin addressing this need in the curriculum, the authors implemented a nurse-shadowing program at the University of Michigan Medical School. They set out to help first-year medical students learn more about the role of nurses in health care to positively influence their attitudes toward nurses and improve their understanding of nurses' roles in health care teams. Pre- and postprogram survey results revealed that medical students' attitudes toward nurses improved and their knowledge of the profession increased as a result of this intervention. In this article, the authors provide a description of the half-day program, evidence of its effectiveness, the implications of those findings, and future directions for teaching medical students about effectively working on interprofessional teams.