Practice of Team Medical Education: Learning of First-Year Nursing Students Through Interdisciplinary Group Work Format
Aim: This study aims to clarify the impact of Team-Based Healthcare Education on nursing students’ learning (e.g., collaborative skills and understanding of professional roles) by comparing the online format and interdisciplinary group work format. Text mining was conducted to analyze student report...
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| Published in | Journal of Japan Academy of Nursing Science Vol. 45; pp. 90 - 98 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | Japanese |
| Published |
Japan Academy of Nursing Science
2025
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| Subjects | |
| Online Access | Get full text |
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| Abstract | Aim: This study aims to clarify the impact of Team-Based Healthcare Education on nursing students’ learning (e.g., collaborative skills and understanding of professional roles) by comparing the online format and interdisciplinary group work format. Text mining was conducted to analyze student reports from different academic years, focusing on differences in learning outcomes due to educational methods.Methods: Text mining was used to compare student reports from different academic years, analyzing differences in learning outcomes based on educational methods.Results: Consent was obtained from 60 students for the online format and 44 students for the interdisciplinary group work format. In the online format, terms such as “medical” and “patient” were frequently used, while in the interdisciplinary group work format, collaboration-related terms like, “team” and “professionals” were more common. Differences in the co-occurrence and frequency of terms were observed between the two formats.Conclusion: The interdisciplinary group work format was suggested to be beneficial for first-year students, as it provided opportunities to practically experience and deepen their foundational learning. |
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| AbstractList | Aim: This study aims to clarify the impact of Team-Based Healthcare Education on nursing students’ learning (e.g., collaborative skills and understanding of professional roles) by comparing the online format and interdisciplinary group work format. Text mining was conducted to analyze student reports from different academic years, focusing on differences in learning outcomes due to educational methods.Methods: Text mining was used to compare student reports from different academic years, analyzing differences in learning outcomes based on educational methods.Results: Consent was obtained from 60 students for the online format and 44 students for the interdisciplinary group work format. In the online format, terms such as “medical” and “patient” were frequently used, while in the interdisciplinary group work format, collaboration-related terms like, “team” and “professionals” were more common. Differences in the co-occurrence and frequency of terms were observed between the two formats.Conclusion: The interdisciplinary group work format was suggested to be beneficial for first-year students, as it provided opportunities to practically experience and deepen their foundational learning. |
| Author | Tokushima, Sayumi Terada, Miwako Miyamoto, Yoshiko |
| Author_xml | – sequence: 1 fullname: Tokushima, Sayumi organization: Department of Nursing Science, Faculty of Health Care Tenri University – sequence: 2 fullname: Terada, Miwako organization: Department of Nursing, Faculty of Nursing Morinomiya University of Medical Sciences – sequence: 3 fullname: Miyamoto, Yoshiko organization: Department of Nursing, Faculty of Nursing Morinomiya University of Medical Sciences |
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| Copyright | 2025 Japan Academy of Nursing Science |
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| DOI | 10.5630/jans.45.90 |
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| References | 木内裕二（2019）：医系総合大学における体系的，段階的なチーム医療教育，薬学教育，3. Lockeman, K. S., Lanning, S. K., Dow, A. W., et al. (2017): Outcomes of introducing early learners to interprofessional competencies in a classroom setting, J. Interprof. Educ. Pract., 7(2), 15–22. 澤本篤志，秋山伸二，上本明日香，他（2017）：学生主体による多職種連携ワークショップの実施とその効果，社会薬学，36(2), 71–77. 埼玉県立大学（編）（2022）：『新しいIPWを学ぶ：利用者と地域とともに展開する保健医療福祉連携』，中央法規出版，東京 Reeves, S., Pelone, F., Goldman, J., et al. (2017): Interprofessional collaboration to improve professional practice and healthcare outcomes, Cochrane Database Syst. Rev., 6(6), CD000072. 樋口耕一（2021）：社会調査のための計量テキストマイニング分析―内容分析の継承と発展を目指して―（第2報），ナカニシヤ出版，京都 Macías, I. L., Rocco, V., Rojas, J., et al. (2020): Formation in interprofessional education in nursing and medical students globally: A scoping review, Invest. Educ. Enferm., 38(2), e6. Henrikson, R., Baliram, N. (2023): Examining voice and choice in online learning, Int. J. Educ. Technol. High. Educ., 20(31). 伊藤菜穂（2023）：看護系大学における多職種連携教育（IPE）の方法と効果：文献レビュー，東京純心大紀，7, 33–44. Buring, S. M., Bhushan, A., Brazeau, G., et al. (2009): Keys to successful implementation of interprofessional education: Learning location, faculty development, and curricular themes, Am. J. Pharm. Educ., 73(4), 60. 平田礼子，高野直美，東泉貴子，他（2023）：チーム医療演習IIにおけるオンラインフィールドワークの学び―終了後のグループ討議のまとめから―，日医療科大研紀，16, 49–59. 遠藤圭子，岡崎美晴，神谷美紀子，他（2012）：チーム医療を推進する看護師に必要とされる能力の検討―多職種と連携する看護師への調査から，甲南女大研紀，6, 17–21. World Health Organization (2010): Framework for action on interprofessional education and collaborative practice, Geneva, Switzerland. 厚生労働省（2017）：資料2-1 看護師等学校養成所における専門職連携教育の推進方策に関する研究，Retrieved from: https://www.mhlw.go.jp/content/10801000/000366112.pdf.（検索日：2024年9月15日） Ojo, A. O., Ravichander, S., Tan, C. N.-L., et al. (2024): Investigating student’s motivation and online learning engagement through the lens of self-determination theory, Journal of Applied Research in Higher Education, 16(5), 2185–2198. |
| References_xml | – reference: 澤本篤志，秋山伸二，上本明日香，他（2017）：学生主体による多職種連携ワークショップの実施とその効果，社会薬学，36(2), 71–77. – reference: 平田礼子，高野直美，東泉貴子，他（2023）：チーム医療演習IIにおけるオンラインフィールドワークの学び―終了後のグループ討議のまとめから―，日医療科大研紀，16, 49–59. – reference: Ojo, A. O., Ravichander, S., Tan, C. N.-L., et al. (2024): Investigating student’s motivation and online learning engagement through the lens of self-determination theory, Journal of Applied Research in Higher Education, 16(5), 2185–2198. – reference: Lockeman, K. S., Lanning, S. K., Dow, A. W., et al. (2017): Outcomes of introducing early learners to interprofessional competencies in a classroom setting, J. Interprof. Educ. Pract., 7(2), 15–22. – reference: 厚生労働省（2017）：資料2-1 看護師等学校養成所における専門職連携教育の推進方策に関する研究，Retrieved from: https://www.mhlw.go.jp/content/10801000/000366112.pdf.（検索日：2024年9月15日） – reference: Buring, S. M., Bhushan, A., Brazeau, G., et al. (2009): Keys to successful implementation of interprofessional education: Learning location, faculty development, and curricular themes, Am. J. Pharm. Educ., 73(4), 60. – reference: 樋口耕一（2021）：社会調査のための計量テキストマイニング分析―内容分析の継承と発展を目指して―（第2報），ナカニシヤ出版，京都． – reference: Henrikson, R., Baliram, N. (2023): Examining voice and choice in online learning, Int. J. Educ. Technol. High. Educ., 20(31). – reference: 伊藤菜穂（2023）：看護系大学における多職種連携教育（IPE）の方法と効果：文献レビュー，東京純心大紀，7, 33–44. – reference: 埼玉県立大学（編）（2022）：『新しいIPWを学ぶ：利用者と地域とともに展開する保健医療福祉連携』，中央法規出版，東京． – reference: Macías, I. L., Rocco, V., Rojas, J., et al. (2020): Formation in interprofessional education in nursing and medical students globally: A scoping review, Invest. Educ. Enferm., 38(2), e6. – reference: Reeves, S., Pelone, F., Goldman, J., et al. (2017): Interprofessional collaboration to improve professional practice and healthcare outcomes, Cochrane Database Syst. Rev., 6(6), CD000072. – reference: 遠藤圭子，岡崎美晴，神谷美紀子，他（2012）：チーム医療を推進する看護師に必要とされる能力の検討―多職種と連携する看護師への調査から，甲南女大研紀，6, 17–21. – reference: 木内裕二（2019）：医系総合大学における体系的，段階的なチーム医療教育，薬学教育，3. – reference: World Health Organization (2010): Framework for action on interprofessional education and collaborative practice, Geneva, Switzerland. |
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| Title | Practice of Team Medical Education: Learning of First-Year Nursing Students Through Interdisciplinary Group Work Format |
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