MEDICAL POLICIES AND PRACTICES: TRANSLATION FROM INSTITUTIONAL HIERARCHIES INTO CONCEPTS OF TEAM WORK THROUGH PARTNERSHIPS

Background: The teamwork of physicians and nurses provide an optimal condition for a patient’s medical care. They both require the highest possible level of education. The Romanian universities started to educate nurses in designated specialties only a few years ago. This late start is problematic but, on the other hand, can provide the opportunity to improve the design of medical education systems. Aims and objectives: To assess the impact of inter-professional activities implemented in the education of medical students, starting with their first year of study, as part of the medical and academic policies related to modern bioethical concepts of partnership in medical practice. Design and Method: 16 skills were selected to be taught, performed, practiced and assessed in a simulation center, using a system of teaching relying on peers and work experienced nurses. A manual of protocols including an evaluation template was elaborated for this purpose. A mentoring program was implemented, and it involved nurses guiding  students during the summer practice. Results and Discussion: During the academic year 2012 – 2013, 751 students were instructed and assessed at the simulation center. Both students and mentor nurses participating in the pilot program answered to 153 questionnaires, out of a total of 190 distributed, and these had been analyzed in order to assess various items (satisfaction with the program, feeling of usefulness, confidence and readiness to perform the necessary medical tasks, frequency in performing them  etc.) that have documented a favorable experience. Conclusions: With this system of education, students have the chance to feel useful in a professional environment, confident in their skills, better accepted, involved and valued by the working medical professionals. Students, both from medicine and nursing specializations, benefit from a training program in nursing skills that includes didactic interactions in order to learn to value each other’s profession and expertise and be capable of future collaboration to the benefit of patients.

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