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How We Engage Graduating Professional Students in Interprofessional Patient Safety

机译：我们如何让即将毕业的专业学生参与跨专业的患者安全

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Problem: Interprofessional curricula on patient safety do not acknowledge the culture and vulnerabilities of the student experience and often do not engage students. Methods: We describe a patient safety collaboration between graduating nursing and medical students during their Capstone courses that fostered conversations about the similarities and differences in professional school experiences around patient safety. Students wrote reflections about an unanticipated patient outcome. Qualitative content analysis was used to characterize themes within student reflections, and to create audience response system questions to highlight differences in each profession's reflections and to facilitate discussion about those differences during the collaboration. Findings: Medical students identified events in which perceived patient outcomes were worse than events identified by nursing students. Nursing students identified more near-miss events. Nursing students positively impacted the event and attributed action to the presence of a clinical instructor and personal responsibility for patient care. Medical students described themselves as “only a witness” and attributed inaction to hierarchy and concern about grades. Conclusions: Students felt the session would change their future attitudes and behaviors. (Figure presented.) Stevenson (Figure presented.) Chudgar (Figure presented.) Molloy (Figure presented.) Phillips (Figure presented.) Engle (Figure presented.) Clay.
机译：问题：关于患者安全的跨专业课程没有承认学生体验的文化和弱点，并且通常不会吸引学生。方法：我们描述了护理专业和医学专业学生在其Capstone课程期间的患者安全合作，该对话促进了有关患者安全专业学校经验的异同的对话。学生们对患者预料之外的结果发表了自己的看法。定性内容分析用于表征学生反思中的主题，并创建观众响应系统问题，以突出显示每个专业的反思中的差异，并在合作期间促进对这些差异的讨论。调查结果：医学生确定的事件中，患者的感知结果比护理生确定的事件要差。护理学生发现了更多的未遂事件。护理学生对事件产生了积极影响，并将行动归因于临床指导员的存在和对患者护理的个人责任。医学生称自己为“唯一的见证人”，并将无所作为归因于等级制度和对成绩的关注。结论：学生认为本次会议将改变他们未来的态度和行为。 （显示图。）史蒂文森（显示图。）Chudgar（显示图。）Molloy（显示图。）Phillips（显示图。）Engle（显示图）。粘土。

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