CAJ | 학술논문

目的：了解国际医学领域跨专业教育的先进理念、教学方法和组织形式，为我国护理教育者开展跨专业教育提供借鉴和参考。方法通过文献回顾，使用（“interprofessional education”）AND nursing检索Pubmed和Web of Science数据库，使用NoteExpress软件去重得到441篇摘要。根据纳入排除标准初选124篇摘要，检索后获得42篇全文，最终纳入20篇论文进行内容分析。从研究开展国家、设计类型、教学对象、教学计划方案、评价方法和工具、教育效果等类目提取信息。采用百分比、频数进行描述性统计分析及比较归纳。结果在纳入的20篇论文中，16篇开展于美、英、加3国，3篇在我国各地区展开；前实验研究设计15项，准实验设计2项，真实实验设计3项；13篇论文针对本科生进行跨专业教育，3篇涵盖本科生与研究生，1篇专门针对研究生展开；8篇论文在1 d内完成所有活动，3篇在5~8 d内每天进行，6篇在2~15周内每周进行1次；20篇论文均采用量性方法评价跨专业教育效果，其中16篇同时采用质性方法；10篇论文显示学生在对跨专业教育的认知、信心及能力方面均有一定程度提高，5篇显示不同专业学生教育效果之间的差异无统计学意义。结论我国护理教育者应认真学习跨专业教育发展前沿国家的教学理念,深入钻研教育实验研究方法,全面分析参与学生特点,丰富教学活动组织形式，聚焦不同专业特点,拓宽评价指标,关注病人结局。
목적：료해국제의학영역과전업교육적선진이념、교학방법화조직형식，위아국호리교육자개전과전업교육제공차감화삼고。방법통과문헌회고，사용（“interprofessional education”）AND nursing검색Pubmed화Web of Science수거고，사용NoteExpress연건거중득도441편적요。근거납입배제표준초선124편적요，검색후획득42편전문，최종납입20편논문진행내용분석。종연구개전국가、설계류형、교학대상、교학계화방안、평개방법화공구、교육효과등류목제취신식。채용백분비、빈수진행묘술성통계분석급비교귀납。결과재납입적20편논문중，16편개전우미、영、가3국，3편재아국각지구전개；전실험연구설계15항，준실험설계2항，진실실험설계3항；13편논문침대본과생진행과전업교육，3편함개본과생여연구생，1편전문침대연구생전개；8편논문재1 d내완성소유활동，3편재5~8 d내매천진행，6편재2~15주내매주진행1차；20편논문균채용량성방법평개과전업교육효과，기중16편동시채용질성방법；10편논문현시학생재대과전업교육적인지、신심급능력방면균유일정정도제고，5편현시불동전업학생교육효과지간적차이무통계학의의。결론아국호리교육자응인진학습과전업교육발전전연국가적교학이념,심입찬연교육실험연구방법,전면분석삼여학생특점,봉부교학활동조직형식，취초불동전업특점,탁관평개지표,관주병인결국。
Objective To understand the advanced thought, teaching methodology and forms of international medical trans-disciplinary education and to provide reference for the implementation of trans-disciplinary education in China. Methods Literature review taking interprofessional education as keyword was conducted in PUBMED and Web of Science and 441 abstracts screened by NoteExpress were obtained. Twenty full papers were included then information covering contries, design type, teaching objectives, teaching plan, evaluation and teaching effect was analyzed. Results Of the total, sixteen articles focused on the research in the United States, England and Canada and three in China. There were fifteen pre-research studies, two quasi-experimental designs and three actual experimental researches. There were thirteen papers covering trans-disciplinary education for undergraduates and three for undergraduates and postgraduates and one for postgraduates. In eight articles, all the activities were completed within 1 d but in three articles within 5~8 d while in another six articles once per week within 2~15 w. Quantitative method and qualitative method were applied to assess the effect in sixteen articles and quantitative method was also applied in another four articles. Students presented improvement in the cognition, confidence and capability of trans-disciplinary education in ten articles and another five articles indicated that there was no statistical significance in the trans-disciplinary education effect for students from different majors. Conclusion It is necessary to follow the steps of advanced countries on trans-disciplinary education for us nursing educators and strive for the reform of research design and method through analyzing the features of participants and their majors, diversifying the teaching organization and invloving more assessment methods and focuing on patients ’ outcome.