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課程名稱 |
跨領域專業教育
Interdisciplinary Professional Education |
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開課學期 |
112-2 |
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授課對象 |
醫學院 學士後護理學系 |
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授課教師 |
謝慧玲 |
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課號 |
BSN4009 |
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課程識別碼 |
412 42020 |
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班次 |
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學分 |
2.0 |
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全/半年 |
半年 |
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必/選修 |
必帶 |
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上課時間 |
星期一6,7(13:20~15:10) |
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上課地點 |
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備註 |
上課地點:台大雲林分院7樓虎尾技能中心與高碧霞、楊承芳、王慧珍合授
限本系所學生(含輔系、雙修生)
總人數上限：30人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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為確保您我的權利,請尊重智慧財產權及不得非法影印
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課程概述 |
本課程主要是協助學生面對多元的醫療社會環境變遷和複雜多變化的真實世界問題，有因應及體驗的學習，期能協助學生以病人及家庭為中心照護基礎上，發展出跨領域專業合作照護潛能，能運用跨領域專業合作之優勢，進而對護理專業與個人發展有更深入認識。
本課程採「團隊導向」學習來進行跨專業探討，藉由實例經驗之觀察體會與反思討論，協助學生體認跨領域專業照護促進病人安全與照護品質的重要，內化發展個人於護理專業的跨域合作能力，培育出「具備合作與團隊照護能力」的醫療專業人員，期望達能跨領域團隊合作照護的目標。 |
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課程目標 |
學生在完成本學科後，可達成下列目標:
壹、瞭解以病人為中心之跨領域專業教育(Inter-professional education; IPE) 。
貳、瞭解以病人為中心之跨領域專業合作照護(Inter-professional practice; IPP) 。
叁、認識促進跨領域團隊合作照護運作的重要元素與運作模式。
肆、應用跨領域專業照護，針對改良或創新護理照顧流程，以促進病人之安全與照護品質。 |
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課程要求 |
請尊重授課老師與在台上報告的同學，於課堂進行時用心參與，若無法出席請一定要請假。 |
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預期每週課後學習時數 |
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Office Hours |
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指定閱讀 |
1.江錦玲、林玉娟、王英偉、謝至鎠(2017) ∙跨專業溝通從校內開始∙慈濟護理雜誌，16(3)，26- 29。https://nursing.tzuchi.com.tw/images/pdf/16-3/a26.pdf
2.劉淑娟等(2021)∙長期照顧：跨專業團隊整合暨案例分析(Long-term Care: Trans-disciplinary Team Integration and Case Study)∙華杏。
3.Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences, 34(3), 160–165. https://doi.org/10.1016/j.kjms.2017.12.009
4.Lavin, M. A., Ruebling, I., Banks, R., Block, L., Counte, M., Furman, G., Miller, P., Reese, C., Viehmann, V., & Holt, J. (2001). Interdisciplinary health professional education: A historical review. Advances in Health Sciences Education: Theory and Practice, 6(1), 25–47. https://doi.org/10.1023/a:1009875017951
5. Lennen, N., & Miller, B. (2017). Introducing interprofessional education in nursing curricula. Teaching and Learning in Nursing, 12, 59–61. https://doi.org/10.1016/j.teln.2016.07.002
6. Lyster, T. D., & Jakubec, S. L. (2019). Learning collaborative practice through an interprofessional team partnership activity. Journal of Nursing Education, 58(2), 121. https://doi.org/10.3928/01484834-20190122-12
7. Marcussen, M., Nørgaard, B., & Arnfred, S. (2019). The effects of interprofessional education in mental health practice: Findings from a systematic review. Academic Psychiatry, 43(2), 200–208. https://doi.org/10.1007/s40596-018-0951-1
8. Muñoz-Rubilar, C. A., Carrillos, C. P., & Díaz, C. B. (2020). Interprofessional education in nursing: The impact of collaboration between physical and mental health care professionals. International Journal of Nursing Sciences, 7(3), 262–268. https://doi.org/10.1016/j.ijnss.2020.06.003
9. O'Carroll, V., McSwiggan, L., & Campbell, M. (2016). Health and social care professionals' attitudes to interprofessional working and interprofessional education: A literature review. Journal of Interprofessional Care, 30(1), 42–49. https://doi.org/10.3109/13561820.2015.1051614
10. Riskiyana, R., Claramita, M., & Rahayu, G. R. (2018). Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review. Nurse Education Today, 66, 73–78. https://doi.org/10.1016/j.nedt.2018.04.014 |
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參考書目 |
1.江錦玲、林玉娟、王英偉、謝至鎠(2017) ∙跨專業溝通從校內開始∙慈濟護理雜誌，16(3)，26- 29。https://nursing.tzuchi.com.tw/images/pdf/16-3/a26.pdf
2.劉淑娟等(2021)∙長期照顧：跨專業團隊整合暨案例分析(Long-term Care: Trans-disciplinary Team Integration and Case Study)∙華杏。
3.Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences, 34(3), 160–165. https://doi.org/10.1016/j.kjms.2017.12.009
4.Lavin, M. A., Ruebling, I., Banks, R., Block, L., Counte, M., Furman, G., Miller, P., Reese, C., Viehmann, V., & Holt, J. (2001). Interdisciplinary health professional education: A historical review. Advances in Health Sciences Education: Theory and Practice, 6(1), 25–47. https://doi.org/10.1023/a:1009875017951
5. Lennen, N., & Miller, B. (2017). Introducing interprofessional education in nursing curricula. Teaching and Learning in Nursing, 12, 59–61. https://doi.org/10.1016/j.teln.2016.07.002
6. Lyster, T. D., & Jakubec, S. L. (2019). Learning collaborative practice through an interprofessional team partnership activity. Journal of Nursing Education, 58(2), 121. https://doi.org/10.3928/01484834-20190122-12
7. Marcussen, M., Nørgaard, B., & Arnfred, S. (2019). The effects of interprofessional education in mental health practice: Findings from a systematic review. Academic Psychiatry, 43(2), 200–208. https://doi.org/10.1007/s40596-018-0951-1
8. Muñoz-Rubilar, C. A., Carrillos, C. P., & Díaz, C. B. (2020). Interprofessional education in nursing: The impact of collaboration between physical and mental health care professionals. International Journal of Nursing Sciences, 7(3), 262–268. https://doi.org/10.1016/j.ijnss.2020.06.003
9. O'Carroll, V., McSwiggan, L., & Campbell, M. (2016). Health and social care professionals' attitudes to interprofessional working and interprofessional education: A literature review. Journal of Interprofessional Care, 30(1), 42–49. https://doi.org/10.3109/13561820.2015.1051614
10. Riskiyana, R., Claramita, M., & Rahayu, G. R. (2018). Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review. Nurse Education Today, 66, 73–78. https://doi.org/10.1016/j.nedt.2018.04.014 |
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
課程積極參與度 |
25% |
出席與學習參與、同儕互動與討論回饋 |
2. |
護理創新團體報告 |
45% |
(1) 護理創新團體書面資料(30%)
(2) 護理創新團體口頭報告(15%) |
3. |
團體報告組內互評 |
20% |
針對組員參與狀況、創見、對團體貢獻與合作性進行評核 |
4. |
課後心得 |
10% |
見習心得與課後反思 |
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