目的：藥學實習生能藉由實習活動安排，認識不同專業職系的工作內容，練習不 同職系間溝通，達到以病人為中心的跨領域合作醫療照護，進而提升病人臨床照護的 品質。 

方法：在藥學生臨床實習課程中加入不同職系的觀察學習活動，其中包括有專 科護理師、呼吸治療師和護理師，而在進行觀察學習課程中，利用學習表單引導實習 生相關的學習目標及間接瞭解臨床藥師在醫療照護的角色，每一個職系的觀察學習之 後，學生需要完成一份以 1 ~ 5 分為評估方式的課程學習調查表，統計藥學實習生對 於此職系觀察學習期間的學習感受及課程滿意度。 

結果：於 2019 ~ 2021 年期間收錄的 35 份課程評估調查表，其中六年制的藥學 實習生 (n = 11) 所填寫的問卷有 30 份 (85.7%)，四年制的藥學實習生 (n = 2) 的問券 有 5 份 (14.3%)，藥學實習生認為在職系間觀察學習的課程中，最為認同的是對於未 來執行藥事服務有助益 (mean ± standard deviation [SD], 4.89 ± 0.32)，其次是加強其 專業照護經驗 (mean ± SD, 4.80 ± 0.40)；然而贊成未來持續安排相關職系之間觀察 學習活動的認同度高達 97%。 

結論：藉由職系之間觀察學習讓藥學實習生建立團隊合作的觀念及瞭解藥師在臨床團隊照護的角色，同時亦可以預備實習生未來執業的藥事照護能力，未來預計加入 更多不同職系的觀察學習，以增進藥學臨床照護的跨團隊合作。

 

Objective: Many pharmacy students are aware of the jobs of different professional workers through participating in shadow-learning activities with other healthcare providers. These students were able to practice within inter-professional communities to build inter-professional collaborative practices. This study advocates for the preparation of pharmacy students to work deliberately with a patient-centered goal to enhance the quality of clinical practices. 

Methods: Three professional workers were involved in the shadow-learning program, including nurse practitioners, respiratory therapists, and nurses. Pharmacy students learned through handouts and understood the role of pharmacists in the clinical team. Each student had completed the evaluative scale (of 1–5 points) after every shadow learning session. Results of students’ learning experiences and satisfaction with the activities were subsequently analyzed. 

Results: From December 2019 to April 2021, 35 copies of the evaluation were completed by 13 pharmacy students. The responses emphasized that the shadow learning session prepared them for future pharmacy practices (mean ± standard deviation [SD], 4.89 ± 0.32), and that the program strengthened their experience of professional healthcare (mean ± SD, 4.80 ± 0.40). They agreed to continue with the shadowing activities of pharmacy clinical rotations in the future. 

Conclusions: Pharmacy students were aware of the inter-professional collaborative practice and understood the pharmacists’ role in the clinical team. The program enhances pharmacy students’ abilities and experiences as healthcare professionals. We plan to invite more professional workers into the shadow-learning activities in the future, so as to enhance their inter-professional collaboration.

 

Submited for publication: 2021.9.13; Accepted for publication: 2022.1.9