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首页> 外文期刊>The Journal of nursing education >Difficult to Doable: Interprofessional Collaborative Practice in Distance Education
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Difficult to Doable: Interprofessional Collaborative Practice in Distance Education

机译：难以实现：在远程教育中辩护协作实践

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Background: This study investigated the effect of inter-professional educational (IPE) in a distance education setting on students' self-efficacy around the Interprofessional Collaborative Practice (IPEC) constructs. Method: Senior RN-to-Bachelor of Science nursing students, students from health sciences, and dietetic intern students participated in the IPE learning experience. A pre-postsurvey design measured the change in student self-efficacy in relation to the IPEC constructs of values and ethics, roles and responsibilities, interprofessional communication, and teams and teamwork. Results: In total, 92 students participated and 46 completed the pre-postsurvey. There were statistically significant changes in student self-efficacy across all constructs. Qualitative comments revealed themes of collaboration strengthening care, the value of exposure to different perspectives, and desire for commonly shared goals among the team. Conclusion: Research on IPE in distance education lags behind IPE in traditional settings. This study revealed that IPE is attainable in distance education, with significant changes in student's self-efficacy. Self-efficacy is a key indicator of future behavior.
机译：背景：本研究调查了专业专业教育（IPE）对学生自我效能的远程教育环境的影响（IPEC）构建。方法：从健康科学的学生，饮食实习生参加了IPE学习经验的高级学生。 Postsurvey设计将学生自我效能的变化衡量了与IPEC的价值观和伦理，角色和职业，争论和团队和团队和团队合作的改变。结果：总共有92名学生参加，46名完成了Postsurvey。所有构建体的学生自我效能有统计学意义。定性评论揭示了合作加强关怀的主题，暴露于不同观点的价值，以及团队中常用目标的愿望。结论：传统环境中远程教育IPE滞后的研究。本研究表明，IPE可在远程教育中获得，学生自我效能的重大变化。自我效能是未来行为的关键指标。

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