|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2644851||1138427||2014||6 صفحه PDF||ندارد||دانلود رایگان|
AimThis study aims to describe how senior nursing students viewed the clinical learning environment and matured their professional identity through interprofessional learning in a student-led hospital ‘ward’.BackgroundUndergraduate nursing and medical student teams participated in a trial of ward-based interprofessional clinical learning, managing patients over 2 weeks in a rehabilitation ward.MethodsQualitative and quantitative program evaluation was conducted using exit student focus groups and a satisfaction survey.ResultsTwenty-three nursing and medical students in three placement rounds provided positive feedback. Five main themes emerged describing their engagement in ‘trying on’ a professional role: ‘experiencing independence and autonomy’; ‘seeing clearly what nursing's all about’; ‘altered images of other professions’; ‘ways of communicating and collaborating’ and ‘becoming a functioning team’.ConclusionsWard-based interprofessional clinical placements offer senior students authentic ideal clinical experiences. We consider this essential learning for future interprofessional collaboration which should be included in senior nursing students' education.
Journal: Applied Nursing Research - Volume 27, Issue 2, May 2014, Pages 109–114