%0杂志文章%@ 1438-8871 %I JMIR出版物%V 24%卡塔尔世界杯8强波胆分析 N 4% P e35058 %T在临床实践中使用虚拟患者远程模拟对脓毒症团队护理的脓毒症跨专业教育的影响:混合方法研究%A Chua，魏玲%A Ooi,Sim Leng %A Chan,Gene Wai Han %A Lau,Tang Ching %A Liaw,Sok Ying %+ Alice Lee护理研究中心，新加坡国立大学，临床研究中心3层，10号医疗路MD11座，新加坡，117597，新加坡，65 6516 7449，chuaweiling@nus.edu.sg %K脓毒症%K跨专业教育%K团队培训%K护士与医生沟通%K模拟%K远程模拟%D 2022 %7 18.4.2022 %9原创论文%J J医学互联网Res %G英语%X背景:改善跨专业沟通与协作是促进脓毒症患者早期识别和治疗的必要条件。为本科医学和护理学生准备评估、升级和管理败血症患者所需的知识和技能对他们进入临床实践至关重要。然而，COVID-19大流行和社会距离措施产生了交互式远程学习的需求，以支持协作学习。目的:本研究旨在评估脓毒症跨专业教育对医护生脓毒症知识、团队沟通能力及临床实践中技能运用的影响。方法:采用混合方法设计，采用1组前测-后测设计和焦点小组讨论。这项研究涉及415名来自新加坡一所大学的医学和护理本科学生。在对参与者的败血症知识和团队沟通技巧进行基线评估后，他们接受了教学式电子学习，随后进行了败血症早期识别和管理以及团队沟通策略的虚拟远程模拟。在远程模拟2个月后，立即评估参与者的败血症知识和团队沟通技能。 In total, 4 focus group discussions were conducted using a purposive sample of 18 medical and nursing students to explore their transfer of learning to clinical practice. Results: Compared with the baseline scores, both the medical and nursing students demonstrated a significant improvement in sepsis knowledge (P<.001) and team communication skills (P<.001) in immediate posttest scores. At the 2-month follow-up, the nursing students continued to have statistically significantly higher sepsis knowledge (P<.001) and communication scores (P<.001) than the pretest scores, whereas the medical students had no significant changes in test scores between the 2-month follow-up and pretest time points (P=.99). A total of three themes emerged from the qualitative findings: greater understanding of each other’s roles, application of mental models in clinical practice, and theory-practice gaps. The sepsis interprofessional education—particularly the use of virtual telesimulation—fostered participants’ understanding and appreciation of each other’s interprofessional roles when caring for patients with sepsis. Despite noting some incongruities with the real-world clinical practice and not encountering many sepsis scenarios in clinical settings, participants shared the application of mental models using interprofessional communication strategies and the patient assessment framework in their daily clinical practice. Conclusions: Although the study did not show long-term knowledge retention, the use of virtual telesimulation played a critical role in facilitating the application of mental models for learning transfer and therefore could serve as a promising education modality for sepsis training. For a greater clinical effect, future studies could complement virtual telesimulation with a mannequin-based simulation and provide more evidence on the long-term retention of sepsis knowledge and clinical skills performance. %M 35436237 %R 10.2196/35058 %U //www.mybigtv.com/2022/4/e35058 %U https://doi.org/10.2196/35058 %U http://www.ncbi.nlm.nih.gov/pubmed/35436237