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首页> 外文期刊>BMC Medical Education >Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects
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Do commencing nursing and paramedicine students differ in interprofessional learning and practice attitudes: evaluating course, socio-demographic and individual personality effects

机译：开始护理和辅助医学专业的学生在跨专业学习和实践态度上是否有所不同：评估课程，社会人口统计学和个人个性影响

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Background Interprofessional education (IPE) requires health students to learn with, from and about each other in order to develop a modern workforce with client-centred care at its core. Despite the client centred focus of IPE, training programs often utilize standard approaches across student cohorts without consideration of discipline, sociodemographic and personality variability that attract students to different health disciplines. Knowing the students who engage in IPE to tailor training may prove as beneficial as knowing the client to delivered individualized client centred care in interprofessional practice (IPP). This research investigates whether students commencing undergraduate nursing and paramedicine degrees ener training with existing demographic and personality differences and, if these are associated with different attitudes towards health care teams and interprofessional education. Method This online study recruited 160 nursing and 50 paramedicine students in their first week of their undergraduate course. Students completed questionnaires regarding their background, personality (General Perceived Self Esteem Scale, International Mini Markers) and the attitudes towards health care teams scale (ATHCTS) and interprofessional education perception scale (IEPS). Results Results show that commencing nursing and paramedicine students are demographically different on education, gender, speaking a language other than English at home (LOTE) and their own experience with healthcare. The results further demonstrate that LOTE, discipline being studied and personality factors play a role in perceptions regarding interprofessional training whilst discipline being studied impacted on attitudes towards health care teams in the workforce. Conclusion These results highlight a number of existing personal and psychological differences between individuals who choose to train in these selected professions. This suggests a need for tertiary education IPE programs to move towards tailoring their education to value this student diversity in the same client centred manner that students are asked to develop clinically.
机译：背景专业间教育（IPE）要求健康专业的学生互相学习，互相学习，以建立以客户为中心的护理为核心的现代员工队伍。尽管IPE以客户为中心，但培训计划经常在整个学生群体中采用标准方法，而没有考虑将学科吸引到不同健康学科的学科，社会人口统计学和人格变异性。认识参与IPE的学生来量身定制培训可能会像了解客户在跨专业实践（IPP）中提供个性化的以客户为中心的护理一样有益。这项研究调查的是学生是否在开始具有现有人口和个性差异的本科护理和辅助医学学位的培训时，以及这些是否与对医疗团队和跨专业教育的态度有关。方法该在线研究在本科课程的第一周招募了160名护理专业和50名辅助医学专业的学生。学生们完成了有关其背景，个性（一般自尊量表，国际迷你标记）以及对医疗团队态度量表（ATHCTS）和职业间教育知觉量表（IEPS）的问卷调查。结果结果表明，刚开始接受护理和辅助医学课程的学生在人口统计学，教育程度，性别，在家里说英语以外的其他语言（LOTE）以及他们自己的医疗保健经历方面存在差异。结果进一步表明，LOTE，正在研究的学科和人格因素在对专业间培训的认知中起着作用，而正在研究的学科则影响着对员工队伍中医疗团队的态度。结论这些结果凸显了选择在这些选定的职业中进行培训的个人之间存在的许多个人和心理差异。这表明，高等教育IPE计划需要朝着适应其教育的方向发展，从而以要求学生临床发展的以客户为中心的方式来重视这种学生的多样性。

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