Interprofessional Simulation Olympics as a platform to assess team work knowledge acquisition

2015 ◽  
Vol 1 (2) ◽  
pp. 49-53 ◽  
Author(s):  
Jill Steiner Sanko ◽  
Ilya Shekhter ◽  
Mary Mckay ◽  
Karina Gattamorta ◽  
David J Birnbach
Keyword(s):  
Nursing Students ◽  
Repeated Measures ◽  
Interprofessional Education ◽  
Team Work ◽  
Assessment Of Learning ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Students Attitudes ◽  
Work Knowledge ◽  
Good Agreement

IntroductionSeveral years ago an on-stage competition called SimWars was introduced to the simulation community. This concept was adopted into a patient safety course as a way to further engage students and named Sim Olympics. We sought to evaluate it as a platform for assessment of learning in students who participated as audience members.MethodsA non-equivalent groups design was used to assess whether students could be taught to recognise features of effective teamwork, including a pair of expert raters. One-way repeated measures analysis of variance was used to compare students’ attitudes toward interprofessional education (IPE) education, teamwork and simulation, before and after the course.ResultsStudent scores compared to expert scores showed good agreement. For team 1 there were no statistical differences noted (M=19.58, SD=4.34 given by the students, M=17.50, SD=2.12 given by the experts), t (192)=1.26, p=0.264. There was also no difference for team 2 (M=15.173, SD=5.52 given by the students, M=19.50, SD=3.53 given by the experts), t (173)=0.863, p=0.354. A premeasure and postmeasure of students’ attitudes towards IPE education, teamwork and simulation, also showed significant time effect, p<0.001.ConclusionsMedical and nursing students were able to demonstrate their learning of teamwork dynamics by discerning differences between great teamwork and good teamwork as proficiently as seasoned experts. Findings of this study may further support the use of observation as a method to evaluate learning.

scholarly journals EFFECT OF INTERPROFESSIONAL EDUCATION MODEL TO TEAM WORK AND COLLABORATION ATTITUDES OF NURSING STUDENTS IN THE INTENSIVE CARE UNIT OF HOSPITAL

2017 ◽  
Vol 1 (2) ◽  
pp. 115
Author(s):  
Eny Kusmiran ◽  
Istianah Istianah ◽  
Lisbet Octovia Manalu
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Intervention Group ◽  
Team Work ◽  
Control Group ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference

Background: International policy recommends Interprofesional Education (IPE) to improve the practice of interprofessional In an effort to improve the practice of professional nurses, the IPE is the strategy of forming professional conduct of nurses in team work and collaboration between other health professionals, especially doctors in critical care. Objective: to identify the effect of IPE model of team work and collaboration of the attitudes of nursing students in an intensive care unit of Hospital. Methods: This study was conducted with The quasi-experimental design. The number of 30 subjects (15 intervention and 15 control group) by random sampling. The intervention consisted of 1) pretest 2) the provision of material interprofessional education modules on subjects of critical nursing for 2 weeks, 2) posttest. Paired t tests were used to determine the effects of interprofessional Education. Independence t-test were used to determine the difference effect of interprofessional Education. The instrument used was The Attitudes towards interprofessional Health Care Teams Scales to measure the attitude of teamwork and Interprofesional Collaboration Scales to measure the attitude of collaboration. Results: There were differences rates of team work and collaboration attitudes of nurses before and after on intervention group. There werenot differences rates of team work and collaboration attitudes of nurses before and after on control group. There were differences scores of the attitude of team work and collaboration between the intervention and control groups. Conclusions and Recommendations: Giving IPE modules for nurses are commonly regarded to be an essential strategy for improving team work and collaboration attitudes on nurses student at intensive care unit of hospital. Keyword: Interprofessional Education, team work, collaboration, nurses student.

scholarly journals Utility of acute phase proteins as biomarkers of transport stress in ewes and beef cattle

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Francesco Fazio ◽  
Vincenzo Ferrantelli ◽  
Antonello Cicero ◽  
Stefania Casella ◽  
Giuseppe Piccione
Keyword(s):  
Beef Cattle ◽  
Repeated Measures ◽  
Acute Phase Proteins ◽  
Animal Health ◽  
White Blood Cells ◽  
Amyloid A ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Rest Time ◽  
Transport Stress

The effect of transport on serum amyloid A (SAA), haptoglobin (Hp), Fibrinogen and white blood cells (WBC) was evaluated in 10 ewes and 10 beef cattle. All animals were transported by road for 6 h over a distance of about 490 km with an average speed of 80 km/h. Blood samples, collected via jugular venepuncture, were obtained before and after transport as well as after 12, 24 and 48 h rest time. One-way repeated measures analysis of variance showed a statistically significant effect of sampling time on SAA, Hp, and WBC in ewes and beef cattle. Based on these results, Hp and SAA levels, together with WBC, may be useful indicators of animal health and welfare and in predicting the risk assessment in meat inspection.

scholarly journals A mixed methods study on the readiness of dental, medical, and nursing students for interprofessional learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255086
Author(s):  
Mitsuyuki Numasawa ◽  
Nobutoshi Nawa ◽  
Yu Funakoshi ◽  
Kanako Noritake ◽  
Jun Tsuruta ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Japanese Version ◽  
Dental Students ◽  
Evidence Based ◽  
Interprofessional Learning ◽  
Before And After ◽  
Explanatory Sequential Design ◽  
Tokyo Medical

Background Interprofessional education (IPE) is crucial in dentistry, medicine, and nursing. However, scant mixed methods studies have compared the IPE outcomes across these disciplines to develop evidence-based IPE. This study explored the differences in the readiness of dental, medical, and nursing students for interprofessional learning before and after IPE workshops and elucidated reasons for this disparity. Methods Data were obtained from dental, medical, and nursing students who participated in IPE workshops conducted at Tokyo Medical and Dental University in Japan in 2019 and 2020. The participants filled the validated Japanese version of the Readiness for Interprofessional Learning Scale (RIPLS) before and after attending the workshops (n = 378). Paired t-tests were performed to assess differences between the pre- and post- workshop RIPLS scores. Welch’s t-tests were deployed to evaluate interdisciplinary differences in their scores. Qualitative analyses were conducted using an explanatory sequential design with focus group discussions (FGDs) held with 17 dental students to explain the quantitative results. Results Total RIPLS scores increased significantly for every discipline after the workshops (p < 0.001). Dental students scored significantly lower pre- and post- workshop aggregates than medical and nursing students, respectively (p < 0.001). The FGDs yielded three principal themes in the explanations tendered by dental students on their lower scores: 1) dental students rarely felt the need for interprofessional collaborations, 2) dentists often worked without the need for interprofessional collaborations, and 3) dental students believed their contribution to the workshop was insufficient. Conclusions The results revealed divergences in the readiness of dental, medical, and nursing students for interprofessional learning, and the study illuminated possible reasons for these disparities. These outcomes will help develop evidence-based IPE by indicating approaches to place a higher value on interprofessional collaborations in educational environments, ameliorate the awareness of educators, and enhance the workshop facilitation style.

scholarly journals Effects of Intermittent and Continuous Static Stretching on Range of Motion and Musculotendinous Viscoelastic Properties Based on a Duration-Matched Protocol

2021 ◽  
Vol 18 (20) ◽  
pp. 10632
Author(s):  
Kensuke Oba ◽  
Mina Samukawa ◽  
Yosuke Abe ◽  
Yukino Suzuki ◽  
Miho Komatsuzaki ◽  
...  
Keyword(s):  
Mechanical Properties ◽  
Range Of Motion ◽  
Repeated Measures ◽  
Plantar Flexors ◽  
Constant Torque ◽  
Resistive Torque ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Musculotendinous Stiffness ◽  
Torque Angle

The different effects of intermittent and continuous stretching on the mechanical properties of the musculotendinous complex have been unclear. This study aimed to compare the effects of intermittent and continuous stretching for the same duration on the range of motion (ROM), passive resistive torque (PRT), and musculotendinous stiffness (MTS) of ankle plantar flexors. Eighteen healthy young men participated in the study. Intermittent (four sets × 30 s) and continuous stretching (one set × 120 s) were performed in random orders on two separate days. Both stretching protocols were conducted using a dynamometer with a constant torque applied. ROM and PRT were determined using a dynamometer, and MTS was calculated using the torque–angle relationship measured before and after stretching. Two-way repeated measures analysis of variance was performed for all parameters. Both intermittent and continuous stretching significantly increased ROM and decreased PRT and MTS (p < 0.05). Intermittent stretching led to greater changes in ROM and PRT than continuous stretching. However, the reduction in MTS did not differ between the two conditions. These results suggest that intermittent stretching is more effective in increasing ROM and changing the mechanical properties of the musculotendinous complex.

scholarly journals Interprofessional Education Activity to Improve Communication With Older Adults With Hearing Loss

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 4-4
Author(s):  
Laura Gaeta ◽  
Tara Sharpp
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Complex Case ◽  
Evaluation Data ◽  
Age Related ◽  
Before And After ◽  
Education Activity ◽  
Age Related Hearing Loss

Abstract The purpose of this study was to determine how an interprofessional education (IPE) intervention with Communication Sciences and Disorders (CSAD) and Nursing students can affect their ability to communicate effectively with older adults who have hearing loss. As the older adult demographic increases, healthcare professionals must provide competent care, which includes effectively managing hearing-related communication difficulties in an increasingly diverse population. Faculty received IRB approval to conduct a descriptive mixed-methods study to determine knowledge and satisfaction of students completing an IPE activity. Students were divided into teams of CSAD and Nursing students. Students listened to a brief presentation on IPE before they were introduced to a complex case study of an 84-year-old male with age-related hearing loss. We administered a knowledge assessment questionnaire (KAQ) we created regarding communication with older adults before and after the activity. A total of 92 participants in the two programs (n=36 CSAD, n=56 Nursing) completed the KAQ before and after the activity and an evaluation with a Likert-type scale and open-ended questions. CSAD students scored significantly higher than Nursing students on the KAQ at baseline (F=25.69, p&lt;0.001) and KAQ scores increased significantly (F=57.04, p&lt;0.001) among both groups from pretest to posttest. The evaluation data indicated students were able to learn other perspectives and found the experience valuable. Based on the improvement in scores on the KAQ and evaluation data, this IPE activity increased knowledge related to communication with older adults with hearing loss and awareness of the roles of other professions.

Immediate changes in chest mobility and trunk muscle activity during pelvic tilt following different trunk muscle exercises

2021 ◽  
pp. 1-10
Author(s):  
Kazuma Uebayashi ◽  
Yu Okubo ◽  
Takuya Nishikawa ◽  
Taro Morikami ◽  
Jindo Hatanaka
Keyword(s):  
Muscle Activity ◽  
Repeated Measures ◽  
Trunk Muscle ◽  
Trunk Muscles ◽  
Abdominal Muscles ◽  
Kinematic Data ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Posterior Tilt ◽  
Increased Activity

BACKGROUND: Given the characteristics of the superficial trunk muscles that cross the chest and pelvis, their excessive contraction might limit chest mobility. OBJECTIVE: To examine the immediate effects of two types of trunk muscle exercises on chest mobility and trunk muscle activities. METHODS: Fourteen healthy men (age: 21.1 ± 1.0 years, height: 172.7 ± 5.6 cm, weight: 61.0 ± 7.1 kg, body mass index: 20.4 ± 1.7 kg/m2; mean ± SD) randomly performed trunk side flexion and draw-in exercises using a cross-over design. The chest kinematic data and trunk muscle activities were measured before and after each intervention during the following tasks: maximum inspiration/expiration and maximum pelvic anterior/posterior tilt while standing. Two-way repeated measures analysis of variance was used for statistical analysis (P< 0.05). RESULTS: After the side flexion, upper and lower chest mobility significantly decreased, and superficial trunk muscle activity significantly increased during the maximum pelvic anterior tilt (P< 0.05). Additionally, after the draw-in, upper chest mobility significantly increased during the maximum pelvic anterior tilt (P< 0.05). CONCLUSIONS: Increased activity of the superficial abdominal muscles might limit chest mobility during maximum pelvic anterior tilt. Conversely, the facilitation of deep trunk muscles might increase upper chest mobility during the maximum pelvic anterior tilt.

scholarly journals Highland Dance: Heart-Rate and Blood Lactate Differences Between Competition and Class

2007 ◽  
Vol 2 (4) ◽  
pp. 371-376 ◽  
Author(s):  
Yvonne Baillie ◽  
Matt Wyon ◽  
Andrew Head
Keyword(s):  
Heart Rate ◽  
Blood Lactate ◽  
Repeated Measures ◽  
Training Stimulus ◽  
Lactate Concentration ◽  
Significant Rise ◽  
Physiological Effects ◽  
Heart Rate Data ◽  
Repeated Measures Analysis ◽  
Before And After

Purpose:This study looked at the physiological effects of performance in Highland-dance competition to consider whether the traditional methods used during class and rehearsal provide an appropriate training stimulus toward this performance.Methods:Nine championship standard, female Highland dancers (age 14.2 ± 1.47 years) had their heart rate and blood lactate concentrations measured before and after 3 dances during a championship competition. Heart rate was also measured during the same 3 dances in rehearsal and during class.Results:Repeated-measures analysis of variance showed significant differences in pre dance lactate concentrations between the first dance (Highland Fling, 1.4 ± 0.3 mM/L), the second dance (Sword dance, 2.3 ± 0.8 mM/L), and the third dance (Sean Truibhas, 3.5 ± 1.8 mM/L; F2,16 = 11.72, P < .01. This, coupled with a significant rise in lactate concentration during the dances (F1,8 = 76.75, P < .001), resulted in a final post dance lactate concentration of 7.3 ± 2.96 mM/L. Heart-rate data during competition, rehearsal, and class (195.0 ± 6.5, 172.6 ± 5.4, and 151.9 ± 7.4 beats/min, respectively) showed significant differences between all 3 (F2,16 = 107.1, P < .001); these are comparable to research on other dance forms.Conclusions:Given the disparity between the anaerobic predominance of competition and the aerobic predominance during class, it is suggested that the class does not provide an appropriate training stimulus as preparation for competitive performance in Highland dance.

scholarly journals Influence of Different Pigmentations and Accelerated Aging on the Hardness and Tear Strength of the A-2186 and MDX4-4210 Silicones

2020 ◽  
Vol 2020 ◽  
pp. 1-9 ◽  
Author(s):  
Estefânia Marrega Malavazi ◽  
Daniela Micheline dos Santos ◽  
Clóvis Lamartine de Moraes Melo Neto ◽  
Fernanda Pereira de Caxias ◽  
Emily Vivianne Freitas da Silva ◽  
...  
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Accelerated Aging ◽  
Hardness Test ◽  
Strength Test ◽  
Tear Strength ◽  
Tukey Test ◽  
Repeated Measures Analysis ◽  
Before And After ◽  
Hardness Values

Objective. To evaluate the influence of different pigmentations and accelerated aging on the hardness and tear strength of the A-2186 and MDX4-4210 silicones. Materials and Methods. The samples A-2186 and MDX4-4210 were manufactured without and with pigmentations (black, bronze, and pink). For the Shore A hardness test, 80 samples of each silicone were fabricated, and for the tear strength test, 320 samples of each silicone were fabricated. Eight groups were created for each test (n = 10). These tests were performed before and after 252, 504, and 1008 hours of aging. Three-way repeated-measures analysis of variance and the Tukey test were performed (α = 0.05). Results. The A-2186 silicone showed higher hardness and tear strength when compared with the MDX4-4210 silicone p<0.05, except in the hardness of the A-2186 and MDX4-4210 groups without pigmentation after 1008 hours p>0.05. All hardness values were between 25 and 35 units, regardless of the silicone type, period, and pigmentation (or no pigmentation). In most situations, the hardness of silicones used increased after 252 hours p<0.05. The nonpigmented MDX4-4210 group and all A-2186 groups showed an increase in tear strength after 252 hours p<0.05. For the nonpigmented MDX4-4210 group, from 252 to 1008 hours, there was no change in tear strength p>0.05. All pigmented MDX4-4210 groups showed no change in tear strength from 0 (initial) to 1008 hours of aging p>0.05. In all A-2186 groups, from 252 to 504 hours, there was a reduction in tear strength p<0.05, and from 504 to 1008 hours, there was an increase in tear strength p<0.05, except in the bronze A-2186 group p>0.05. Conclusion. In most situations, the A-2186 silicone showed significantly higher values of hardness and tear strength than the MDX4-4210 silicone. All hardness values were considered clinically acceptable. Accelerated aging could increase, decrease, or not significantly change the hardness and tear strength of the silicones used. The results of hardness and tear strength suggest that MDX4-4210 was more influenced by the presence of pigmentation after aging.

scholarly journals Emotional Intelligence and Teamwork Skills Among Undergraduate Engineering and Nursing Students: A Pilot Study

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Charlotte Lee ◽  
Michele Bristow ◽  
Jason C. Wong
Keyword(s):  
Emotional Intelligence ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Engineering Students ◽  
Positive Association ◽  
Industrial Engineering ◽  
Healthcare Operations ◽  
Undergraduate Nursing ◽  
Before And After ◽  
Teamwork Skills

Background: Healthcare operations require collaboration between healthcare and non-healthcare professionals.Objectives: To examine: a) the effectiveness of a case-based interprofessional education (IPE) workshop, and b) the association between emotional intelligence (EI) and teamwork skills in nursing and industrial engineering trainees.Methods: Undergraduate nursing and industrial engineering students (N = 42) participated in a workshop that requires the integration of knowledge from both disciplines. Previously validated instruments were used to assess EI, empathic listening and teamwork skills pre- and post-workshop.Findings: While results of the multivariate analysis of variance suggested no difference in study variables before and after the workshop, findings from Pearson’s correlation revealed more pairs of significant correlations post-workshop. Positive association between EI and teamwork skills was found post-workshop.Conclusion: IPE workshops beyond conventional healthcare professions are feasible and welcomed by trainees. EI should be considered an antecedent of teamwork.

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