本課程主要是協助學生面對多元的醫療社會環境變遷和複雜多變化的真實世界問題，有因應及體驗的學習，期能協助學生以病人及家庭為中心照護基礎上，發展出跨領域專業合作照護潛能，能運用跨領域專業合作之優勢，進而對護理專業與個人發展有更深入認識。 本課程採「團隊導向」學習來進行跨專業探討，藉由實例經驗之觀察體會與反思討論，協助學生體認跨領域專業照護促進病人安全與照護品質的重要，內化發展個人於護理專業的跨域合作能力，培育出「具備合作與團隊照護能力」的醫療專業人員，期望達能跨領域團隊合作照護的目標。

學生在完成本學科後，可達成下列目標: 壹、瞭解以病人為中心之跨領域專業教育(Inter-professional education; IPE) 。 貳、瞭解以病人為中心之跨領域專業合作照護(Inter-professional practice; IPP) 。 叁、認識促進跨領域團隊合作照護運作的重要元素與運作模式。 肆、應用跨領域專業照護，針對改良或創新護理照顧流程，以促進病人之安全與照護品質。

請尊重授課老師與在台上報告的同學，於課堂進行時用心參與，若無法出席請一定要請假。

1.江錦玲、林玉娟、王英偉、謝至鎠(2017) ∙跨專業溝通從校內開始∙慈濟護理雜誌，16(3)，26- 29。https://nursing.tzuchi.com.tw/images/pdf/16-3/a26.pdf 2.劉淑娟等(2021)∙長期照顧：跨專業團隊整合暨案例分析(Long-term Care: Trans-disciplinary Team Integration and Case Study)∙華杏。 3.Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences, 34(3), 160–165. https://doi.org/10.1016/j.kjms.2017.12.009 4.Lavin, M. A., Ruebling, I., Banks, R., Block, L., Counte, M., Furman, G., Miller, P., Reese, C., Viehmann, V., & Holt, J. (2001). Interdisciplinary health professional education: A historical review. Advances in Health Sciences Education: Theory and Practice, 6(1), 25–47. https://doi.org/10.1023/a:1009875017951 5. Lennen, N., & Miller, B. (2017). Introducing interprofessional education in nursing curricula. Teaching and Learning in Nursing, 12, 59–61. https://doi.org/10.1016/j.teln.2016.07.002 6. Lyster, T. D., & Jakubec, S. L. (2019). Learning collaborative practice through an interprofessional team partnership activity. Journal of Nursing Education, 58(2), 121. https://doi.org/10.3928/01484834-20190122-12 7. Marcussen, M., Nørgaard, B., & Arnfred, S. (2019). The effects of interprofessional education in mental health practice: Findings from a systematic review. Academic Psychiatry, 43(2), 200–208. https://doi.org/10.1007/s40596-018-0951-1 8. Muñoz-Rubilar, C. A., Carrillos, C. P., & Díaz, C. B. (2020). Interprofessional education in nursing: The impact of collaboration between physical and mental health care professionals. International Journal of Nursing Sciences, 7(3), 262–268. https://doi.org/10.1016/j.ijnss.2020.06.003 9. O'Carroll, V., McSwiggan, L., & Campbell, M. (2016). Health and social care professionals' attitudes to interprofessional working and interprofessional education: A literature review. Journal of Interprofessional Care, 30(1), 42–49. https://doi.org/10.3109/13561820.2015.1051614 10. Riskiyana, R., Claramita, M., & Rahayu, G. R. (2018). Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review. Nurse Education Today, 66, 73–78. https://doi.org/10.1016/j.nedt.2018.04.014

1.江錦玲、林玉娟、王英偉、謝至鎠(2017) ∙跨專業溝通從校內開始∙慈濟護理雜誌，16(3)，26- 29。https://nursing.tzuchi.com.tw/images/pdf/16-3/a26.pdf 2.劉淑娟等(2021)∙長期照顧：跨專業團隊整合暨案例分析(Long-term Care: Trans-disciplinary Team Integration and Case Study)∙華杏。 3.Guraya, S. Y., & Barr, H. (2018). The effectiveness of interprofessional education in healthcare: A systematic review and meta-analysis. The Kaohsiung Journal of Medical Sciences, 34(3), 160–165. https://doi.org/10.1016/j.kjms.2017.12.009 4.Lavin, M. A., Ruebling, I., Banks, R., Block, L., Counte, M., Furman, G., Miller, P., Reese, C., Viehmann, V., & Holt, J. (2001). Interdisciplinary health professional education: A historical review. Advances in Health Sciences Education: Theory and Practice, 6(1), 25–47. https://doi.org/10.1023/a:1009875017951 5. Lennen, N., & Miller, B. (2017). Introducing interprofessional education in nursing curricula. Teaching and Learning in Nursing, 12, 59–61. https://doi.org/10.1016/j.teln.2016.07.002 6. Lyster, T. D., & Jakubec, S. L. (2019). Learning collaborative practice through an interprofessional team partnership activity. Journal of Nursing Education, 58(2), 121. https://doi.org/10.3928/01484834-20190122-12 7. Marcussen, M., Nørgaard, B., & Arnfred, S. (2019). The effects of interprofessional education in mental health practice: Findings from a systematic review. Academic Psychiatry, 43(2), 200–208. https://doi.org/10.1007/s40596-018-0951-1 8. Muñoz-Rubilar, C. A., Carrillos, C. P., & Díaz, C. B. (2020). Interprofessional education in nursing: The impact of collaboration between physical and mental health care professionals. International Journal of Nursing Sciences, 7(3), 262–268. https://doi.org/10.1016/j.ijnss.2020.06.003 9. O'Carroll, V., McSwiggan, L., & Campbell, M. (2016). Health and social care professionals' attitudes to interprofessional working and interprofessional education: A literature review. Journal of Interprofessional Care, 30(1), 42–49. https://doi.org/10.3109/13561820.2015.1051614 10. Riskiyana, R., Claramita, M., & Rahayu, G. R. (2018). Objectively measured interprofessional education outcome and factors that enhance program effectiveness: A systematic review. Nurse Education Today, 66, 73–78. https://doi.org/10.1016/j.nedt.2018.04.014