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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Translating interprofessional theory to interprofessional practice
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Translating interprofessional theory to interprofessional practice

机译：翻译争取理论来侦查练习

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Although interprofessional collaborative activities for health professions students have demonstrated increased knowledge of professional roles, interprofessional attitudes and confidence, and team skills; traditional professional role patterns and lack of professional role understanding are still prevalent among health professions students and may continue into professional practice. Between 1 and 10 years after they completed their undergraduate studies, practicing community/public health education professionals and registered nurses who participated in an interprofessional patient home-visiting curriculum as undergraduates were surveyed. Most reported current positive attitudes and perceived collaborative abilities regarding interprofessional collaboration. On their perceived interprofessional collaborative abilities, however, community/public health education participants scored significantly higher (t(143) = 2.53, p = 0.01) than registered nurse participants. Although it is difficult to generalize the findings from this study to other interprofessional curriculum models, it seems that this curriculum that concentrated on teamwork behaviors and abilities may have contributed to participants' positive translation of interprofessional theory to interprofessional practice. (C) 2017 Elsevier Inc. All rights reserved.
机译：虽然对健康专业的讲授协作活动学生们展示了对专业角色的增加，侦查态度和信心以及团队技能的知识。传统的专业角色模式和缺乏专业角色的理解仍然是普遍存在的卫生专业学生，并可能继续练习专业的实践。在他们完成本科学习后1到10年之间，调查了练习社区/公共卫生教育专业人员和登记的护士，他们参加了大学生被调查作为大学生的侦查患者家庭访问课程。大多数报告目前积极的态度和感知关于争议协作的合作能力。然而，在他们被认为的讲义协作能力上，社区/公共卫生教育参与者比注册护士参与者显着得分明显更高（T（143）= 2.53，p = 0.01）。虽然难以泛化这项研究的调查结果，但似乎集中在团队合作行为和能力中的课程可能导致参与者对迭代辩论理论的积极转换来侦探侦探实践。 （c）2017年Elsevier Inc.保留所有权利。

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