학술논문
Interprofessional Procedure Training for Medicine and Nursing Students.
Document Type
Academic Journal
Author
Chambers BR; Clinical Assistant Professor, University of Kansas School of Nursing.; Mack J; Director, Standardized Patient Program, University of Kansas School of Medicine.; Director, Neis Clinical Skills Lab, University of Kansas School of Medicine.; Sabus C; Director of Curriculum and Professional Development, Zamierowski Institute for Experiential Learning, University of Kansas Medical Center.; Becker D; Assistant Professor, General Medicine, University of Kansas School of Medicine.; Shaw P; Professor, Pediatrics, University of Kansas School of Medicine.; Diederich E; Director, Zamierowski Institute for Experiential Learning, University of Kansas Medical Center.
Source
Publisher: Association of American Medical Colleges Country of Publication: United States NLM ID: 101714390 Publication Model: Electronic Cited Medium: Internet ISSN: 2374-8265 (Electronic) Linking ISSN: 23748265 NLM ISO Abbreviation: MedEdPORTAL Subsets: MEDLINE
Subject
Language
English
Abstract
Introduction: Recognizing the need for interprofessional education for trainees, the University of Kansas Schools of Nursing (SON) and Medicine (SOM) created interprofessional procedure workshops to foster collaboration, communication, and learning with and from other disciplines. The first workshop focused on venipuncture and peripheral intravenous catheter (PIV) insertion.
Methods: An interprofessional work group including SON and SOM faculty developed a PIV procedure training workshop based on the "learn, see, practice, prove, do, maintain" framework. SON faculty and graduate nursing students provided support and mentoring during the training sessions. Nursing students acted as peer coaches for their medical student colleagues with the help of an evidence-based, standardized, deliberate practice guide. The document broke the procedure into phases-planning, preparation, insertion, and postinsertion care-and provided scaffolding for the beginner through assessment.
Results: On survey, most students felt the program was beneficial and met the learning objectives. After the sessions, medical students completed a PIV assessment, and nursing students completed a reflection on the experience. These postsession assignments for each group confirmed that the learning objectives had been met.
Discussion: The interprofessional PIV workshop was one module in a longitudinal interprofessional curriculum providing training for SON and SOM learners. One goal of this curriculum was to achieve higher graduate competencies in procedural skills and interprofessional practice. Additionally, in developing the workshop, a deliberate practice guide was created that provided an educationally sound and best-practice procedure to be standardized to all university learners on campus.
Competing Interests: None to report.
(Copyright © 2020 Chambers et al.)
Methods: An interprofessional work group including SON and SOM faculty developed a PIV procedure training workshop based on the "learn, see, practice, prove, do, maintain" framework. SON faculty and graduate nursing students provided support and mentoring during the training sessions. Nursing students acted as peer coaches for their medical student colleagues with the help of an evidence-based, standardized, deliberate practice guide. The document broke the procedure into phases-planning, preparation, insertion, and postinsertion care-and provided scaffolding for the beginner through assessment.
Results: On survey, most students felt the program was beneficial and met the learning objectives. After the sessions, medical students completed a PIV assessment, and nursing students completed a reflection on the experience. These postsession assignments for each group confirmed that the learning objectives had been met.
Discussion: The interprofessional PIV workshop was one module in a longitudinal interprofessional curriculum providing training for SON and SOM learners. One goal of this curriculum was to achieve higher graduate competencies in procedural skills and interprofessional practice. Additionally, in developing the workshop, a deliberate practice guide was created that provided an educationally sound and best-practice procedure to be standardized to all university learners on campus.
Competing Interests: None to report.
(Copyright © 2020 Chambers et al.)