[1] Jiang J, Zeng L, Kue J, et al. Effective teaching behaviors in the emergency department: a qualitative study with millennial nursing students in Shanghai[J]. Nurse Educ Today, 2018, 61:220-224. DOI: 10.1016/j.nedt.2017.12.007. [2] 刘盎, 罗云, 张欣, 等. 基于雨课堂的TBL教学法在护理本科生急诊临床教学中的应用[J]. 解放军护理杂志, 2021, 38(1):87-90. DOI: 10.3969/j.issn.1008-9993.2021.01.023. [3] Abnett H, Tuckwell R, Evans L. Early introduction of the multi-disciplinary team through student Schwartz rounds: a mixed methodology study[J]. BMC Med Educ, 2022, 22(1):523. DOI: 10.1186/s12909-022-03549-7. [4] 李剑昂, 许耀麟, 丁倪, 等. 胰腺肿瘤多学科协作团队模式优化诊疗和改善预后的价值分析[J]. 中华外科杂志, 2022, 60(7):666-673. DOI: 10.3760/cma.j.cn112139-20220408-00149. [5] 曾珠, 丁瑜. 多学科协作护理模式联合基于问题学习教学方法应用于急诊护理学教学的研究[J]. 中华医学教育杂志, 2019, 39(8): 616-619. DOI: 10.3760/cma.j.issn.1673-677X.2019.08.013. [6] 季秋敏, 毛娟娟. 沉浸体验式教学法在护理实习生带教中的应用[J]. 中国高等医学教育, 2022(1):94-98. DOI: 10.3969/j.issn.1002-1701.2022.01.045. [7] 焦娜娜, 王顺兰, 敖春, 等. 体验式教学法在社区护理学教学中的应用效果分析[J]. 卫生职业教育, 2022, 40(7):67-69. [8] Liu YM, Hou YC. Effect of multi-disciplinary teaching on learning satisfaction, self-confidence level and learning performance in the nursing students[J]. Nurse Educ Pract, 2021,55:103128. DOI: 10.1016/j.nepr.2021.103128. [9] 徐青微, 吴孔威, 刘丹, 等. 双导师联合以carolina照护模式为基础的体验式教学对手术室护理实习生带教效果的影响[J]. 全科医学临床与教育, 2022, 20(8):727-730. DOI: 10.13558/j.cnki.issn1672-3686.2022.008.016. [10] 宋俊岩. 医学生临床思维能力评价指标体系的建立及实证研究[D]. 青岛:青岛大学, 2015. [11] 沈王琴, 胡雁. 中文版自我导向学习评定量表的信度与效度[J].中华护理杂志,2011,46(12):1211-1213. DOI: 10.3761/j.issn.0254-1769.2011.12.024. [12] 邱志军, 刘可, 姜娜. 湖南省高职护生共情现状的调查研究[J].中国实用护理杂志,2011,27(1):68-71. DOI: 10.3760/cma.j.issn.1672-7088.2011.01.034. [13] Liu HY. Effect of interdisciplinary teaching on collaborative interactions among nursing student teams in Taiwan: a quasi-experimental study[J]. Nurse Educ Today, 2021,106:105083. DOI: 10.1016/j.nedt.2021.105083. [14] 张慧, 张劲松, 陈旭锋, 等. 多学科协作联合情景模拟教学法在急诊体外心肺复苏培训中的应用[J]. 中华急诊医学杂志, 2021, 30(10): 1274-1276. DOI: 10.3760/cma.j.issn.1671-0282.2021.10.022. [15] Smith S, Elias BL, Baernholdt M. The role of interdisciplinary faculty in nursing education: a national survey[J]. J Prof Nurs, 2019, 35(5):393-397. DOI: 10.1016/j.profnurs.2019.03.001. [16] Li C, Yang Y, Jing Y. Formulation of teaching strategies for graduation internship based on the experiential learning styles of nursing undergraduates: a non-randomized controlled trial[J]. BMC Med Educ, 2022, 22(1):153. DOI: 10.1186/s12909-022-03221-0. [17] 马振秋, 徐凌霄, 韩魏, 等. 多学科交叉融合培养新医科人才的探索[J]. 中华医学教育杂志, 2022, 42(4):292-295. DOI: 10.3760/cma.j.cn115259-20210816-01024. [18] 景雪冰, 王硕, 韩庆坤, 等. 多学科协作模式在临床护理实践教学中的应用与展望[J]. 中华医学教育杂志, 2022, 42(7):651-655. DOI: 10.3760/cma.j.cn115259-20211222-01564. |