Logistics in Simulation-Based Interprofessional Education

2020 ◽  
pp. 135-155
Author(s):  
Stephen Charles ◽  
Mary L. Koehn
Keyword(s):  
Interprofessional Education ◽  
Simulation Based

Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students

2021 ◽  
pp. bmjstel-2020-000685
Author(s):  
John T Paige ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
John Zahmjahn ◽  
Raquel Baroni de Carvalho ◽  
...  
Keyword(s):  
Nursing Students ◽  
Linear Regression ◽  
Interprofessional Education ◽  
Linear Regression Analysis ◽  
Univariate Analysis ◽  
Team Training ◽  
Adaptive Communication ◽  
Undergraduate Nursing ◽  
Simulation Based

BackgroundThe evidence for the conventional wisdom that debriefing quality determines the effectiveness of learning in simulation-based training is lacking. We investigated whether the quality of debriefing in using simulation-based training in team training correlated with the degree of learning of participants.MethodsForty-two teams of medical and undergraduate nursing students participated in simulation-based training sessions using a two-scenario format with after-action debriefing. Observers rated team performance with an 11-item Teamwork Assessment Scales (TAS) instrument (three subscales, team-based behaviours (5-items), shared mental model (3-items), adaptive communication and response (3-items)). Two independent, blinded raters evaluated video-recorded facilitator team prebriefs and debriefs using the Objective Structured Assessment of Debriefing (OSAD) 8-item tool. Descriptive statistics were calculated, t-test comparisons made and multiple linear regression and univariate analysis used to compare OSAD item scores and changes in TAS scores.ResultsStatistically significant improvements in all three TAS subscales occurred from scenario 1 to 2. Seven faculty teams taught learners with all scores ≥3.0 (except two) for prebriefs and all scores ≥3.5 (except one) for debriefs (OSAD rating 1=done poorly to 5=done well). Linear regression analysis revealed a single statistically significant correlation between debrief engagement and adaptive communication and response score without significance on univariate analysis.ConclusionsQuality of debriefing does not seem to increase the degree of learning in interprofessional education using simulation-based training of prelicensure student teams. Such a finding may be due to the relatively high quality of the prebrief and debrief of the faculty teams involved in the training.

scholarly journals Application of a Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to Individual Student Performance in a Team-Based Simulation

2021 ◽  
Vol 8 ◽  
pp. 238212052110424
Author(s):  
Brittany J Daulton ◽  
Laura Romito ◽  
Zach Weber ◽  
Jennifer Burba ◽  
Rami A Ahmed
Keyword(s):  
Student Performance ◽  
Internal Consistency ◽  
Interprofessional Education ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Individual Performance ◽  
Individual Student ◽  
Interprofessional Teamwork ◽  
Significant Difference ◽  
Simulation Based

There are a very limited number of instruments to assess individual performance in simulation-based interprofessional education (IPE). The purpose of this study was to apply the Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to the individualized assessment of medicine, pharmacy, and nursing students (N = 94) in a team-based IPE simulation, as well as to explore potential differences between disciplines, and calculate reliability estimates for utilization of the tool. Results of an analysis of variance provided evidence that there was no statistically significant difference among professions on overall competency ( F(2, 91)  =  0.756, P  = .472). The competency reports for nursing ( M = 3.06, SD = 0.45), medicine ( M = 3.19, SD = 0.42), and pharmacy ( M = 3.08, SD = 0.49) students were comparable across professions. Cronbach's alpha provided a reliability estimate of the tool, with evidence of high internal consistency ( α = .92). The interrater reliability of the SITAT was also investigated. There was moderate absolute agreement across the 3 faculty raters using the 2-way mixed model design and “average” unit (kappa = 0.536, P = .000, 95% CI [0.34, 0.68]). The novel SITAT demonstrates internal consistency and interrater reliability when used for evaluation of individual performance during IPE simulation. The SITAT provides value in the education and evaluation of individual students engaged in IPE curriculum.

scholarly journals Effects of Prebriefing on APRN Student Self-Confidence in Simulation-Based Learning

2019 ◽  
Author(s):  
Aiza Soares
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Interprofessional Education ◽  
Nursing Programs ◽  
Post Intervention ◽  
Convenience Sample ◽  
Improvement Project ◽  
Self Confidence ◽  
Simulation Based ◽  
Graduate Nursing

The contemporary American Health Care System created a demand for skilled advanced practice registered nurses (APRNs) to meet the health care needs of the U.S. population. It is imperative that graduate nursing programs adequately educate APRN students with the competencies to address these demands. Graduate nursing programs have adopted simulation-based learning to provide safe, cost-effective learning opportunities without the potential for real-world negative outcomes that can arise during hospital-based education. The purpose of this quality improvement project was to provide a tailored, APRN-focused prebriefing activity before simulation-based learning and measure its effects on self-reported student self-confidence scores. This project was conducted using a quantitative post-intervention survey design with a convenience sample of 17 APRN students. The participants were provided a prebriefing intervention by email prior to their interprofessional education (IPE). After the prebriefing intervention, the APRN students participated in four pre-established IPE simulation scenarios. The participants were then asked to complete the National League for Nursing (NLN) Satisfaction and Self-confidence in Learning Scale, a thirteen-statement survey with a 5-point Likert scale measuring self-reported, student satisfaction and self confidence related to their simulation-based learning experiences. Overall, high scores resulted on the post-intervention survey for the two subscales. This project supported the implementation of a structured prebriefing activity before IPE simulation-based learning in graduate nursing education.

scholarly journals From ideal to real: a qualitative study of the implementation of in situ Interprofessional Simulation-Based Education

2021 ◽  
Author(s):  
Mindy Ju ◽  
Naike Bochatay ◽  
Kathryn Robertson ◽  
James Frank ◽  
Bridget O’Brien ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Qualitative Case Study ◽  
Psychological Safety ◽  
Considerable Variability ◽  
Interprofessional Teamwork ◽  
Simulation Based ◽  
Competency Based ◽  
The Ideal

Abstract Background: Despite the widespread adoption of interprofessional simulation-based education (IPSE) in healthcare as a means to optimize interprofessional teamwork, data suggest that IPSE may not achieve these intended goals due to a gap between the ideals and the realities of implementation. Methods: We conducted a qualitative case study that used the framework method to understand what and how core principles from guidelines for interprofessional education (IPE) and simulation-based education (SBE) were implemented in existing in situ IPSE programs. We observed simulation sessions and interviewed facilitators and directors at seven programs. Results: We found considerable variability in how IPSE programs apply and implement core principles derived from IPE and SBE guidelines with some principles applied by most programs (e.g., “active learning”, “psychological safety”, “feedback during debriefing”) and others rarely applied (e.g., “interprofessional competency-based assessment”, “repeated and distributed practice”). Through interviews we identified that buy-in, resources, lack of outcome measures, and power discrepancies influenced the extent to which principles were applied. Conclusion: To achieve IPSE’s intended goals of optimizing interprofessional teamwork, programs should transition from designing for the ideal of IPSE to realities of IPSE implementation.

scholarly journals Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jihye Yu ◽  
woosuck Lee ◽  
Miran Kim ◽  
Sangcheon Choi ◽  
Sungeun Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Continuous Exposure ◽  
Interprofessional Practice ◽  
Interprofessional Learning ◽  
Simulation Based ◽  
Before And After ◽  
Effective Collaboration

Abstract Background Effective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students’ attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice. Methods The survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed. Results After interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students. Conclusions We observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.

scholarly journals Successful conversion of simulation‐based interprofessional education in a pandemic

2020 ◽  
Author(s):  
Laura M. Romito ◽  
Andrea L. Pfeifle ◽  
Zachary A. Weber ◽  
Brittany J. Daulton
Keyword(s):  
Interprofessional Education ◽  
Simulation Based

Simulation-based interprofessional education: Are we hitting the mark?

2014 ◽  
Vol 6 (4) ◽  
pp. 558-561 ◽  
Author(s):  
Philip K. King ◽  
Frank M. Szczerba ◽  
Paul P. Rega ◽  
Michael J. Peeters
Keyword(s):  
Interprofessional Education ◽  
Simulation Based

Simulation-Based Interprofessional Education: A Nursing and Social Work Collaboration

2019 ◽  
Vol 58 (2) ◽  
pp. 110-113 ◽  
Author(s):  
Sevaughn Banks ◽  
Mary Jo Stanley ◽  
Sherri Brown ◽  
Wendy Matthew
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Simulation Based

Simulation based learning in practice with interprofessional students: organic disruptive simulation and golden teachable moments

2019 ◽  
Vol 16 (1-2) ◽  
pp. 110-117
Author(s):  
Laura Chalmers
Keyword(s):  
Social Work ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Future Health ◽  
Teachable Moments ◽  
Team Meeting ◽  
Simulation Based ◽  
Unexpected Outcome ◽  
Work Student ◽  
Multi Disciplinary Team

Enhancing collaborative practice through Interprofessional education/learning is essential preparation for future health and social work student. This must not only sit within the universities but can be achieved in practice placement areas such as teaching rooms and the coffee room. Simulation based education is used to deliver a suite of low-fidelity simulations in practice for the overt student rehearsal of the multi-disciplinary team meeting. An unexpected outcome of this project was the development of a simulation debriefing technique and coaching style that transcend the boundaries of traditional simulation debriefing to one of coaching conversations and enhancing interprofessional education/learning.

Designing a pediatric emergency triage and action program

2019 ◽  
Author(s):  
Tsunetoshi Mogi ◽  
Kazuhiko Kodama ◽  
Naoki Doi ◽  
Yasuhiko Konishi ◽  
Hiroshi Nishigori
Keyword(s):  
Rural Areas ◽  
Interprofessional Education ◽  
Model Simulation ◽  
Pediatric Emergency ◽  
Point Of View ◽  
Emergency Setting ◽  
Emergency Situations ◽  
Training Point ◽  
Simulation Based ◽  
Urban And Rural Areas

Abstract BACKGROUND In Japan, non-pediatricians face many instances in which they must see children, partly due to the uneven distribution of pediatricians among urban and rural areas. We aimed to develop and examine the effect of a model simulation-based training program in pediatric primary care for non-pediatric medical and ancillary personnel who express misgivings about seeing pediatric patients in an emergency setting due to their perception of their lack of training in this area.METHODS We instituted a series of workshops on common pediatric emergency situations, first with physicians, and later also including ancillary personnel, as a form of interprofessional education. The entire program was constructed around Design-based Research.RESULTS Feedback from attendees and facilitators was mostly positive, leading us to open the workshops to ancillary personnel.CONCLUSIONS From a training point of view, this epistemological investigation was successful in mitigating anxieties in individuals about seeing pediatric emergency patients. The effects on patient care remain to be studied.

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