Introduction: High levels of interprofessional collaboration are beneficial for patients and healthcare providers. Co-teaching may be one method for creating a collaborative environment. This pilot study designed, developed, and implemented Nurse-Doctor Co-Teaching on an inpatient medicine service.
Methods: Ten Nurse-Doctor Co-Teaching pairs designed 30-minute, structured co-teaching sessions with learning objectives, evidence-based content, interactive teaching strategies and a Take-Away of key content with the help of a coaching team. Each session was presented by a nurse and senior doctor to nurse and resident learners. Our assessment blueprint included: 1. Anonymous surveys assessing the overall rating of each session and 2. Pre- and post-anonymous surveys assessing measures of interprofessional collaboration and communication between nurses and residents before and after the series of ten co-teaching sessions.
Results: Data from ten post-session surveys included 121 of 156 participants (77.6%). Attendance at each session ranged from 13– 19 participants with 8– 17 participants completing a survey per session for an average of 12.1 surveys analyzed. All Nurse-Doctor Co-Teaching sessions scored in the excellent range between 1.00 and 1.43 on a Likert scale (1 is excellent and 5 is poor). In response to the question “What did you like best?”, interactive teaching strategies was the most frequent spontaneous answer. A significant correlation between the number of interactive teaching strategies and enjoyability of the session (p-value=0.01) was observed. Measures of interprofessional collaboration and communication did not change significantly in the pre-intervention compared to post-intervention period.
Conclusion: We created a unique model of interprofessional co-teaching on an inpatient service. The overall excellent ratings of our interactive sessions indicate that Nurse-Doctor Co-Teaching is a valued form of learning. Our structured format is adaptable to various medical settings and could be expanded to include additional allied health professionals. We plan further studies to assess if Nurse-Doctor Co-Teaching improves measures of interprofessional collaboration.

Keywords: interprofessional co-teaching, interactive teaching strategies, nursing education, resident education, coaching team, faculty development


中文翻译：

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护士-医生联合教学：结构化跨专业联合教学课程的设计、开发和实施的试点研究


简介：高水平的跨专业合作对患者和医疗保健提供者都有好处。共同教学可能是创建协作环境的一种方法。这项试点研究设计、开发和实施了住院医学服务的护士-医生联合教学。

方法：十对护士-医生联合教学在辅导团队的帮助下设计了 30 分钟的结构化联合教学课程，其中包括学习目标、循证内容、互动教学策略和关键内容要点。每次课程均由一名护士和高级医生向护士和住院医师学员进行介绍。我们的评估蓝图包括： 1. 评估每次课程总体评分的匿名调查； 2. 评估十个联合教学课程系列之前和之后护士和住院医师之间的专业间合作和沟通措施的前后匿名调查。

结果：来自 10 项会后调查的数据包括 156 名参与者中的 121 名 (77.6%)。每场会议的出席人数为 13-19 名参与者，每场会议有 8-17 名参与者完成调查，平均分析 12.1 项调查。所有护士-医生联合教学课程的李克特量表得分均在 1.00 至 1.43 之间（1 为优秀，5 为差）。在回答“你最喜欢什么？”这个问题时，互动教学策略是最常见的自发回答。观察到互动教学策略的数量与课程的乐趣之间存在显着相关性（p 值=0.01）。与干预后相比，干预前的跨专业合作和沟通措施没有显着变化。

结论：我们创建了一种独特的住院服务跨专业联合教学模式。我们的互动课程的总体评价很高，这表明护士-医生合作教学是一种有价值的学习形式。我们的结构化格式适用于各种医疗环境，并且可以扩展到包括其他专职医疗专业人员。我们计划进一步研究，以评估护士-医生联合教学是否可以改善专业间合作的措施。


关键词:跨专业合作教学, 互动教学策略, 护理教育, 住院医师教育, 辅导团队, 师资队伍建设