格里菲斯大学为培养临床护理和医学类学生的创新项目，目的是更进一步鼓励健康职业者相互沟通和团队协作。
此项目将发展和引航一种新的临床保健教育模式，这种模式可以增加学生的学习经验，更好的反映出临床实践的真实性。
护理与产科系的亨德森教授说：“患者的安全很大部分是依靠健康职业者有效的沟通与交流。”
“我们需要医生、护士和操作保健设备的健康职业者，然而目前我们仅能提供很少的机会让健康职业者达到本科水平。”
这个项目将确定学习的课程领域，如健康评估和护理规划，在最后一年学习护理和学习医学的学生将组队一起在医院实习 。
“我们要提高学生的学习能力，增加对其它职业组的了解以及彼此互助的信心。”
“最后我们也希望能提高对患者的影响，使患者感觉到自己被优先考虑，真正被高度职业的方式对待，并且会诊自己的疾病。”
医学系的亚历山大博士说：“当越来越多的事例表明职业中相互学习的价值时，健康职业者就大大地独立起来了。”
“我们想要大家了解职业间是如何协作并一起进行临床实习的。通过一起学习，我们将瓦解健康职业者传统的观念，建立未来保健团队的精神。”
护理和医学类学生应用这种新模式时，其它的健康领域学生也可能有机会尝试。
该项目是由坎瑞克高等教育讲学协会(Carrick Institute for Learning and Teaching in Higher Education) 的联合奖学金获得者亨德森教授和亚历山大博士发起的。
亨德森教授也是亚历山德拉公主医院和地区健康教育服务的护理主任。
原文：
Early education for the health care team: bringing nursing and medical students
An innovative project to bring nursing and medical students together for clinical education aims to encourage better communication and team work between the health professions.
The Griffith University project will develop and pilot a model of clinical education for health students that improves their learning experience and better reflects the realities of clinical practice.
Professor Amanda Henderson, from Griffith’s School of Nursing and Midwifery1, said patient safety largely depended on effective communication and collaboration between the health professions.
“We need doctors, nurses and allied health professionals to all work together in healthcare settings yet we currently provide limited opportunities for those professions to learn together at undergraduate level.”
The project will identify areas of the curriculum such as health assessment and care planning where final year nursing and medical students can work together as teams during their hospital placements.
“We want to enhance the student learning experience, improve their understanding of other professional groups and their confidence in interacting with each other.”
“Ultimately we also hope to improve the patients’ experiences – that they feel their concerns are a priority, are truly considered in interdisciplinary forums and dealt with in a highly professional manner.”
Dr Heather Alexander from Griffith’s School of Medicine2 said while there was growing evidence for the value of inter-professional learning, students in the health professions trained largely independently of each other.
“We want to demonstrate how inter-professional learning can be incorporated into clinical placements. By learning together we can breakdown the perceptions and stereotypes about other health professions and enhance the health care teams of the future.”
While the pilot study involves nursing and medical students, the model will also be adaptable to other health students.
The project is supported by the Carrick Institute for Learning and Teaching in Higher Education3 through Associate Fellowships awarded to both Professor Henderson and Dr Alexander.
Professor Henderson is also Nursing Director - Education at the Princess Alexandra Hospital and District Health Service.
