scholarly journals 424 Improving Interprofessional Teamwork in Plastic Surgery: A Novel Approach to Microsurgical Skills Training for Theatre Nurses

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S Gowda ◽  
A Mohan
Keyword(s):  
Interprofessional Education ◽  
Intraoperative Complications ◽  
Skills Training ◽  
Role Reversal ◽  
Operating Microscope ◽  
Motor Tasks ◽  
Interprofessional Teamwork ◽  
Novel Approach ◽  
Complex Motor ◽  
Strongly Agree

Abstract Aim Shared mental models between surgeons and scrub nurses allow them to effectively communicate with each other and react efficiently to intraoperative complications. Microsurgery poses unique challenges including the use of an operating microscope, fine instruments, and restricted views of the operative field. Our aim was to design and deliver a microsurgical skills session for theatre nurses and evaluate whether attendance influenced perceived understanding of microsurgery and ability in day-to-day role. Method A microsurgical training day for theatre nurses was delivered. This consisted of an introduction to and positioning of the operating microscope and three practical stations involving increasingly complex motor tasks, designed to highlight the importance of instrument handling and improve awareness of microsurgical challenges. Consultant plastic surgeons acted as scrub nurses to add an element of role-reversal. Qualitative and quantitative feedback was collected. Results Eight theatre nurses participated, all responded ‘strongly agree’ or ‘agree’ that the training was enjoyable, improved their understanding of microsurgery and was relevant and helpful to their day-to-day role. All attendees strongly agreed that they would partake in similar sessions in the future. Conclusions Role-reversal and skills-based training is a valuable tool in improving multidisciplinary collaboration in microsurgery. Increasing shared knowledge of complex procedures prospers effective teamwork and communication, which leads to improved efficiency and better patient care. Our study is a first step towards development of a standardized microsurgical skills course for theatre nurses and has broader implications for interprofessional education across all surgical specialties.

scholarly journals Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Healthcare ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 75 ◽  
Author(s):  
Tiffany Champagne-Langabeer ◽  
Lee Revere ◽  
Mariya Tankimovich ◽  
Erica Yu ◽  
Robert Spears ◽  
...  
Keyword(s):  
Public Health ◽  
Interprofessional Education ◽  
Role Models ◽  
Healthcare Delivery ◽  
Standardized Patients ◽  
Patient Centered ◽  
Faculty Role ◽  
Interprofessional Teamwork ◽  
Post Test ◽  
Clinical Simulations

Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

Integrating Spiritual Care During Interprofessional Simulation for Baccalaureate Nursing Students

2018 ◽  
Vol 37 (1) ◽  
pp. 94-99 ◽  
Author(s):  
Susan L. Huehn ◽  
Mary Beth Kuehn ◽  
Katherine E. Fick
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Spiritual Care ◽  
Interprofessional Education ◽  
Learning Experience ◽  
Health Care Team ◽  
Baccalaureate Nursing Students ◽  
Suicidal Patient ◽  
Interprofessional Communication ◽  
Interprofessional Teamwork

Interprofessional educational experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication and collaborative interprofessional teamwork. The aim of this descriptive qualitative study was to understand the experience of baccalaureate nursing students utilizing the hospital chaplain while caring for a suicidal patient in the emergency department during simulation. The need for interprofessional education is documented in the literature, but there are very few comprehensive, successful projects integrating spiritual care for nurse educators to use as models. This project can serve as a model of a successful interprofessional education initiative involving preprofessional nursing students and chaplain services. Overall, nursing students found the learning experience to be beneficial in preparation for professional practice on a collaborative interprofessional health care team.

E-Learning with virtual teammates: A novel approach to interprofessional education

2015 ◽  
Vol 29 (5) ◽  
pp. 476-482 ◽  
Author(s):  
Maja Djukic ◽  
Jennifer Adams ◽  
Terry Fulmer ◽  
Demian Szyld ◽  
Sabrina Lee ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Novel Approach ◽  
E Learning

Increased cognitive load during simple and complex motor tasks in acute stage after stroke

2007 ◽  
Vol 63 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Urška Puh ◽  
Andrej Vovk ◽  
France Sevšek ◽  
Dušan Šuput
Keyword(s):  
Cognitive Load ◽  
Acute Stage ◽  
Motor Tasks ◽  
Complex Motor

scholarly journals A Regional Campus Approach to Culinary Medicine for Interprofessional Students

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Angel Holland ◽  
Jonell Hudson ◽  
Lauren Haggard-Duff ◽  
Christopher Long ◽  
Linda Worley ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Qualitative Data ◽  
Local Community ◽  
Learning Experience ◽  
Skills Training ◽  
Case Scenario ◽  
Culinary Medicine ◽  
Regional Medical ◽  
Regional Campus ◽  
Imaging Science

Purpose The purpose of this report is to describe and discuss an innovative culinary medicine interprofessional student educational project through collaboration with community partners.     Method After adapting the culinary medicine program to meet interprofessional education requirements, students from interprofessional graduate healthcare programs on a regional medical campus participated in a culinary medicine active learning experience utilizing the Goldring© curriculum.  For this project, students completed assigned readings prior to the hands-on culinary experience which utilized a patient case scenario and an educational debrief.  Anonymous post-survey quantitative and qualitative data was collected to determine the students’ opinions of the learning experience and the application of the information learned for patient care.   Results Thirty-three students from medicine, pharmacy, physical therapy, nursing, radiologic imaging science, and genetic counseling participated.  The project consisted of three separate events, entailing the same learning experience.  The students reported the learning experience to be highly valuable.  Qualitative data analysis revealed three general themes:  1) the novelty of the information learned, 2) the relevance of the information for patients from the perspective of all disciplines represented in the learning experience, and 3) the value of teamwork.    Conclusions Collaboration with a local community culinary arts school provided a unique and innovative learning opportunity for regional campus healthcare students.  The focus of the culinary medicine learning experience to include interprofessional students created a rich learning environment allowing students to learn from, with, and about other healthcare disciplines in addition to practical application of culinary medicine.  The culinary medicine program’s combination of didactic and culinary skills training was well received by students. Students had a positive response to the curriculum and experience stating that they learned information that they were excited to implement with their patients.  To our knowledge UAMS Northwest Regional Campus is the first to implement culinary medicine curriculum with IPE requirements, and it is the first regional medical campus to implement the Goldring© curriculum.

scholarly journals Interprofessional survey on communication skills in veterinary and veterinary-related education in Germany

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Michèle Rauch ◽  
Sandra Wissing ◽  
Andrea Tipold ◽  
Christin Kleinsorgen
Keyword(s):  
Veterinary Medicine ◽  
Communication Skills ◽  
Interprofessional Education ◽  
Online Survey ◽  
Skills Training ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Interprofessional Training ◽  
Higher Educational ◽  
Veterinary Technicians

Abstract Background Communication is an indispensable skill in the everyday working life of a veterinary team. In German higher educational institutions, communication skills training is explicitly mentioned in the curricula of veterinary assistants, including veterinary nurses and veterinary technicians, and of animal keepers, but not for undergraduate veterinary medicine. Little is known about interprofessional education in veterinary medicine and related professions. Therefore, the purpose of this study is to describe and explore the current interprofessional state of knowledge regarding communication skills of the aforementioned groups in Germany. Methods To explore the perception, assess the knowledge and identify the attitude regarding communication skills and interprofessional training, an online survey was distributed. The survey was sent to all five veterinary higher educational institutions, 38 schools for veterinary assistants and 15 schools for animal keepers throughout Germany. Results In total, 294 veterinary students, 111 veterinary assistant trainees and 62 animal keeper trainees participated. The majority of participants (98.07%, n = 458) perceived communication skills as highly important for their everyday work. In total, 413 participants (88.44%) felt that their communication skills needed improvement and more than half admitted having difficulties in effective communication (59.31%; n = 277). In addition, 62.74% of respondents (n = 293) were not sufficiently informed about the training content of their future colleagues. Most were convinced that training could positively influence on their communication with clients (95.72%; n = 447) and the team (92.29%; n = 431), and 76.45% of respondents (n = 357) wished to participate in an interprofessional training. Conclusions Results of this study confirm that communication skills are perceived as highly important for professional life. Students and trainees show a great interest in communication skills and interprofessional training. The findings indicate that appropriate adjustments to existing curricula are necessary in Germany.

scholarly journals A high-definition 3D exoscope as an alternative to the operating microscope in spinal microsurgery

2020 ◽  
Vol 33 (5) ◽  
pp. 705-714
Author(s):  
Sebastian Siller ◽  
Caroline Zoellner ◽  
Manuel Fuetsch ◽  
Raimund Trabold ◽  
Joerg-Christian Tonn ◽  
...  
Keyword(s):  
Intraoperative Complications ◽  
Neck Disability Index ◽  
Postoperative Outcome ◽  
Comfort Level ◽  
Control Group ◽  
Operating Microscope ◽  
High Definition ◽  
Safe Alternative ◽  
Spinal Microsurgery ◽  
Room Nursing

OBJECTIVESince the 1970s, the operating microscope (OM) has been a standard for visualization and illumination of the surgical field in spinal microsurgery. However, due to its limitations (e.g., size, costliness, and the limited movability of the binocular lenses, in addition to discomfort experienced by surgeons due to the posture required), there are efforts to replace the OM with exoscopic video telescopes. The authors evaluated the feasibility of a new 3D exoscope as an alternative to the OM in spine surgeries.METHODSPatients with degenerative pathologies scheduled for single-level lumbar or cervical spinal surgery with use of a high-definition 3D exoscope were enrolled in a prospective cohort study between January 2019 and September 2019. Age-, sex-, body mass index–, and procedure-matched patients surgically treated with the assistance of the OM served as the control group. Operative baseline and postoperative outcome parameters were assessed. Periprocedural handling, visualization, and illumination by the exoscope, as well as surgeons’ comfort level in terms of posture, were scored using a questionnaire.RESULTSA 3D exoscope was used in 40 patients undergoing lumbar posterior decompression (LPD) and 20 patients undergoing anterior cervical discectomy and fusion (ACDF); an equal number of controls in whom an OM was used were studied. Compared with controls, there were no significant differences for mean operative time (ACDF: 132 vs 116 minutes; LPD: 112 vs 113 minutes) and blood loss (ACDF: 97 vs 93 ml; LPD: 109 vs 55 ml) as well as postoperative improvement of symptoms (ACDF/Neck Disability Index: p = 0.43; LPD/Oswestry Disability Index: p = 0.76). No intraoperative complications occurred in either group. According to the attending surgeon, the intraoperative handling of instruments was rated to be comparable to that of the OM, while the comfort level of the surgeon’s posture intraoperatively (especially during “undercutting” procedures) was rated as superior. In cases of ACDF procedures and long approaches, depth perception, image quality, and illumination were rated as inferior when compared with the OM. By contrast, for operating room nursing staff participating in 3D exoscope procedures, the visualization of intraoperative process flow and surgical situs was rated to be superior to the OM, especially for ACDF procedures.CONCLUSIONSA 3D exoscope seems to be a safe alternative for common spinal procedures with the unique advantage of excellent comfort for the surgical team, but the drawback is the still slightly inferior visualization/illumination quality compared with the OM.

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.

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