□ 李洁 LI Jie 苏丽萍 SU Li-ping 许飞珠 XU Fei-zhu

Objective To explore the effect of interprofessional team cooperation simulation teaching in nurse student training. Methods Thirty nurses in grade 2019 were included as the control group and were given routine training. Thirty nurses in grade 2020 were included as the experimental group, and were trained with interprofessional simulation teaching on the basis of routine training. After the completion of teaching, the two groups were investigated on the cognition of teamwork, attitude of teamwork and satisfaction with simulation teaching.Results The scores of the attitude of teamwork and satisfaction with simulation teaching of the experimental group were significantly higher than those of the control group. There was no statistically significant difference between the experimental group and the control group in the total score of the cognition of teamwork, while there were significant differences in the scores of mutual support dimension and communication dimension. Conclusion Interprofessional team cooperation simulation teaching can improve the attitude of teamwork and the satisfaction with the simulation teaching of the nurse students, but it does not have influence on their cognition of teamwork.

医疗团队成员间合作不畅易导致患者和医疗团队出现不良事件。为提高护理质量，减少不良事件发生，团队合作是护理实践、教育和研究的重要方向[1]。2013年，世界卫生组织发布了一份报告，提倡采用跨专业学习和模拟学习对医疗专业学生进行教学，并强调跨专业学习可以提高学生之间的沟通和协作，为毕业后跨学科团队合作做好准备[2]。但是研究发现，护士的团队协助和沟通能力在不同专业的医务人员之中处于较低水平[3-4]。本研究招募临床、药学等专业的本科生，将跨专业团队合作融于培训过程中，引导实习护士在模拟临床情景中感受护士在临床医疗团队中的角色和任务，提高实习护士的团队合作认知和团队合作态度。

对象与方法

1.研究对象。采用电脑排序从医院2019级164位实习护士中随机选取30名为对照组，采用常规培训，从2020级152位实习护士中随机选取30名为试验组，在常规培训的基础上采用跨专业模拟教学。经统计学检验，两组护士在年龄、性别、入学成绩、生源地、课程成绩等方面，差异无统计学意义 (均p＞0.05)。

2.方法

2.1 研究方法。本研究中对照组采取常规培训，主要包括操作培训和情景模拟教学(情景模拟教学的成员，包括医生、护士、患者家属等均由实习护士扮演)，试验组常规培训的基础上采用跨专业模拟教学。两组护士培训教材、教学目标、模拟案例、主讲教师相同。

2.2 跨专业教学计划。(1)跨专业团队组建。共40人，包括邀请的临床专业本科生5人、药学专业本科生5人，与试验组30名实习护士组成跨专业学习团队，随机分为5个组，每个组8人(实习护士6人，临床、药学专业各1人)。……