Experiences and Needs Assessment of Interprofessional Education Training in Preterm Infants Care

• Main Authors: LU, KAI-LI, 盧愷莉
• Other Authors: CHENG, SU-FEN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/28eakd

碩士 === 國立臺北護理健康大學 === 醫護教育暨數位學習研究所 === 106 === Background: Research indicates that interprofessional collaborative practice (IPCP) could reduce complications in preterm infants and improve their development. Interprofessional education (IPE) promotes the IPCP-required knowledge and skills in the team members, fosters understanding of the roles and responsibilities across multiple disciplines and values of teamwork, and further improves quality of care and patient outcomes. However, currently there is a lack of understanding and consensus regarding the meaning of IPE and the implementation of IPE has become formality. Additionally, only a few studies have focused on the implementation of IPE in the preterm infants care. Therefore, the purpose of this study was to explore the current implementation status and needs of IPCP and IPE in the preterm infants care in Taiwan. The results of this study may serve as a reference to guide future planning for IPE in the preterm infants care. Objective: The purpose of this study was to examine the experiences and the needs of IPE in the preterm infants care from the perspective of healthcare providers. Methods: This qualitative study used a semi-structured interview guide for data collection. All interviews were audio-recorded. The participants included 20 interprofessional healthcare providers from seven disciplines who were involved in the preterm infants care. The interview data were analyzed using the content analysis method of qualitative research with the NVivo11 qualitative analysis software. Result: The participants’ needs for the IPE in the pre-term infant care echoed their experiences of IPCP and IPE in the preterm infants care. The results encompassed two main components. The first component pertained to “experiences of IPCP and IPE” and consisted with three themes: “collaboration among team members in the preterm infants care”, “insufficient consensus and understanding among the team members leading to limited implementation of IPCP” and “IPE curriculum being impractical and became formality”. The second component of the results pertained to “the needs of training in IPE”, which consisted of two themes: “curriculum covering the needs across disciplines and promoting an understanding across the collaborative teams” and “multi-dimensional IPE training format to promote learning effectiveness”. Conclusion and Recommendations: This study found that all healthcare professionals across disciplines agreed that IPCP is beneficial in promoting quality of patient care and IPE should be implemented to cultivate the IPCP competency in the team members. However, the current promotion and implementation of IPE in the preterm infants care faces difficulties and challenges such as hurdles in finding a class meeting time, inability of the curriculum in addressing the multi-disciplinary knowledge needs, and lack of multi-disciplinary interactions and communications in the training format. It is recommended dividing the training curriculum into a general course and an advanced course. Health professionals across disciplines will first be equipped with the relevant fundamental knowledge about preterm infants care. Additionally, sharing of the roles and responsibilities across disciplines should be integrated into the curriculum to promote understanding and respect among team members. The formats of education should be diverse and multi-dimensional (e.g. digital curriculums, online discussions, case demonstrations and back-demonstrations, conferences, seminars addressing specific clinical issues etc.) to promote effectiveness of learning.