Methods: Ninety seniors in school of nursing and school of medicine were included in the study. Inter-professional cooperation, high-fidelity simulated patients and other simulation technology were used to evaluate students’ clinical abilities. The teaching activity was consisted by three steps. The first step was construction of the collaborative team. The teammembrs included students from nursing school and clinical school, teachers were also participants as the advisor of the team. The second step was to design the simulation cases which should be combined the clinical meterials and theorical knowledge. The last step was the procedure of evaluation. The performance of students was evaluated by five groups of examiners and the two examiners in each group conduct the evaluation simultaneously. Students’ suggestions about the evaluation were collected after the test and correlation analysis was used to show the relationship between comprehensive ability evaluation scores and the total scores.
Results: The consistency coefficient of two examiners was 0.976; the score ranged from 7.21±1.44 to 8.32±2.13; There was significant correlation between the ability evaluation of cooperation and other ability evaluation.
Conclusion: Inter-professional simulation-based clinical examination can be used as an assessment tool for students’ academic competition. Expanding nursing experimental teaching is considered as an important platform for students’ practiccal ability and innovation quality, through the design of teaching contents, organization and evaluation, closely integrated experimental teaching and clinical practice. The ability of collaboration is very important for students as teammbers of health care unit and educators are suggested to apply the method of expanding experimental teaching to inter-professional training.
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