Simulation in the medical undergraduate curriculum to promote interprofessional collaboration for acute care: a systematic review

2016 ◽  
Vol 2 (3) ◽  
pp. 90-96 ◽  
Author(s):  
Tzu-Chieh Yu ◽  
Craig S Webster ◽  
Jennifer M Weller
Keyword(s):  
Acute Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Undergraduate Curriculum ◽  
Significant Heterogeneity ◽  
Medical Undergraduate ◽  
Simulation Based ◽  
Intervention Curriculum ◽  
The Impact ◽  
Review Criteria

This literature review summarises interprofessional, simulation-based interventions in the context of preparing undergraduate and prelicensure healthcare students for the management of acutely unstable patients. There was a particular focus on the impact of such interventions on medical students. The review sought to identify the range of described interprofessional education (IPE) learning outcomes, types of learners, methods used to evaluate intervention effectiveness and study conclusions. We systematically compiled this information and generated review findings through narrative summary. A total of 18 articles fulfilled the review criteria. The diversity of IPE interventions described suggests a developing field where the opportunities provided by simulation are still being explored. With significant heterogeneity among the studies, comparison between them was unfeasible, but each study provided a unique narrative on the complex interplay between intervention, curriculum, learning activities, learners and facilitators. Together, the narratives provided in these studies reflect positively on undergraduate simulation-based interventions to promote interprofessional collaboration in acute care settings, and provide the basis for recommendations for future IPE design and delivery, and areas requiring further research.

scholarly journals Interprofessional collaboration and chronicity management: a systematic review of clinical trials

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Pascucci ◽  
M T Riccardi ◽  
M Sapienza ◽  
M C Nurchis ◽  
W Ricciardi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Interprofessional Education ◽  
Medical Training ◽  
Interprofessional Collaboration ◽  
Future Research ◽  
Care Practice ◽  
Chronic Patients ◽  
Health And Social Care ◽  
The Impact

Abstract The increasing prevalence of chronic disease generates significant financial, social and psychosocial burden for patients, families and healthcare system. Interprofessional collaboration (IPC) is becoming recognized as a discipline among health and social care professionals and medical training institutions worldwide. Literature research suggests that following interventions could be particularly useful in the management of chronic patients. The objective of this systematic review was to assess the impact of IPC on chronic patients compared to standard health-care practice. The PICO model was adopted and three electronic databases (Medline, EMBASE, Web of Science) were searched using appropriate keywords. Selected trials were assessed for quality and risk of bias using the National Institutes of Health Quality Assessment of Controlled Intervention Studies. Data were analyzed using descriptive statistic, and comparison of outcomes among teams with or without pharmacist was performed using t-Student test (p < 0,05). Out of 11.128, 24 studies met the inclusion criteria and 58 indicators were identified: 62% improved significantly, 38% did not show any variation, no indicator worsened after intervention. In particular, systolic blood pressure (SBP) showed a statistically significant improvement in 70.0 % of trials in which was considered while did not show any difference in the rest. The presence of a pharmacist in the team show a statistically significant improvement on SBP (p = 0,002) in patients with hypertension while no statistically significant effect is observed on glycated hemoglobin (p = 0,193) in diabetics. The results support that IPC contributes to positive patient, provider and institutional level outcomes, in particular for chronic conditions. Future research should focus on the inclusion of patient/caregivers in the collaborative team, and on the role of interprofessional education (IPE) on collaborative practice in the management of the patient with chronicity. Key messages IPC is an innovative strategy to address the complex health needs of chronic populations. Further studies are needed to evaluate the role of IPE in achieving better IPC and improving chronic patients’ outcomes.

scholarly journals Design and evaluation protocol for ‘DEALTS 2’: a simulation-based dementia education intervention for acute care settings

2019 ◽  
Vol 32 (12) ◽  
pp. 1439-1448 ◽  
Author(s):  
Michelle Heward ◽  
Michele Board ◽  
Ashley Spriggs ◽  
Jane Murphy
Keyword(s):  
Acute Care ◽  
Care Delivery ◽  
Intervention Development ◽  
Practice Change ◽  
Train The Trainer ◽  
People With Dementia ◽  
Simulation Based ◽  
Acute Care Settings ◽  
The Impact ◽  
Dementia Education

ABSTRACTBackground:There is a paucity of simulation-based dementia education programmes for acute care settings that support the development of interpersonal skills pertinent to good care. Moreover, few studies measure the effectiveness of such programmes by evaluating the persistence of practice change beyond the immediate timeframe of the workshops. We were commissioned by Health Education England (HEE) to develop and evaluate ‘DEALTS 2’, a national simulation-based education toolkit informed by the Humanisation Values Framework, developed at Bournemouth University and based on an experiential learning approach to facilitate positive impacts on practice. This paper describes the process of developing DEALTS 2 and the protocol for evaluating the impact of this intervention on practice across England.Methods:Intervention development: Following an initial scoping exercise to explore the barriers and enablers of delivering the original DEALTS programme, we developed, piloted, and rolled out DEALTS 2 across England through a Train the Trainer (TTT) model. Key stakeholders were asked to critically feedback during the development process.Evaluation design:Mixed methods approach underpinned by Kirkpatrick Model for evaluating effectiveness of training; assessing reaction, learning, behaviour, and results. Evaluation forms and telephone interviews (quantitative and qualitative) with trainers that attended TTT workshops (n = 196) and, once implemented in individual Trusts, the staff that the trainers train.Conclusions:Evaluation of implementation and impact on care delivery for people with dementia will provide evidence of effectiveness. This will support the future development of simulation-based education programmes, amidst the current complexity of pressure in resource limited healthcare settings.

Interprofessional Podiatric Surgical Simulation

2015 ◽  
Vol 105 (4) ◽  
pp. 331-337 ◽  
Author(s):  
Shaun Mendel ◽  
Donald Curtis ◽  
Jeffrey C. Page
Keyword(s):  
Interprofessional Education ◽  
Educational Opportunity ◽  
Surgical Simulation ◽  
Interprofessional Collaboration ◽  
Health Care Systems ◽  
Nurse Anesthesia ◽  
Educational Strategies ◽  
Quality Outcomes ◽  
Care Systems ◽  
The Impact

Background Interprofessional collaboration is key to quality outcomes in the health-care systems of today. Simulation is a common tool in podiatric medical education, and interprofessional education has become more common in podiatric medicine programs. Interprofessional simulation is the blending of these educational strategies. Methods A quantitative design was used to determine the impact of an isolated interprofessional podiatric surgical simulation between nurse anesthesia and podiatric medical students. Results Statistically significant differences were observed among participants between preintervention and postintervention surveys using the revised Interdisciplinary Education Perception Scale. Conclusions Interprofessional simulation can be an effective educational opportunity for podiatric medical and nurse anesthesia students.

scholarly journals Interprofessional education model for geriatric falls risk assessment and prevention

2018 ◽  
Vol 7 (4) ◽  
pp. e000417 ◽  
Author(s):  
Diane K Brown ◽  
Sue Fosnight ◽  
Maureen Whitford ◽  
Susan Hazelett ◽  
Colleen Mcquown ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Education Programme ◽  
Falls Prevention ◽  
Team Approach ◽  
Falls Risk ◽  
Interprofessional Teamwork ◽  
Education Model ◽  
Effective Models ◽  
The Impact

BackgroundOne in three people over the age of 65 fall every year, with 1/3 sustaining at least moderate injury. Falls risk reduction requires an interprofessional health team approach. The literature is lacking in effective models to teach students how to work collaboratively in interprofessional teams for geriatric falls prevention. The purpose of this paper is to describe the development, administration and outcome measures of an education programme to teach principles of interprofessional care for older adults in the context of falls prevention.MethodsStudents from three academic institutions representing 12 health disciplines took part in the education programme over 18 months (n=237). A mixed method one-group pretest and post-test experimental design was implemented to measure the impact of a multistep education model on progression in interprofessional collaboration competencies and satisfaction.ResultsPaired t-tests of pre-education to posteducation measures of Interprofessional Socialization and Valuing Scale scores (n=136) demonstrated statistically significant increase in subscales and total scores (p<0.001). Qualitative satisfaction results were strongly positive.DiscussionResults of this study indicate that active interprofessional education can result in positive student attitude regarding interprofessional team-based care, and satisfaction with learning. Lessons learnt in a rapid cycle plan-do-study-act approach are shared to guide replication efforts for other educators.ConclusionEffective models to teach falls prevention interventions and interprofessional practice are not yet established. This education model is easily replicable and can be used to teach interprofessional teamwork competency skills in falls and other geriatric syndromes.

scholarly journals Challenging Conversations in Healthcare: Simulation-Based Interprofessional Learning

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Elizabeth A. Rider ◽  
David M Browning ◽  
Sigall Bell ◽  
Giulia Lamiani ◽  
Robert D Truog ◽  
...  
Keyword(s):  
Communication Skills ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Ethical Practice ◽  
Multiple Perspectives ◽  
Interprofessional Learning ◽  
Wide Range ◽  
Simulation Based ◽  
Self Discovery ◽  
Relational Skills

Introduction: Interprofessional education is central to the mission of the Institute for Professionalism and Ethical Practice, based at Boston Children's Hospital and affiliated with Harvard Medical School. The Institute’s Program to Enhance Relational and Communication Skills (PERCS) offers simulation-based interprofessional workshops designed to help trainees and practitioners engage in challenging healthcare conversations across situations such as critical care, primary care, parent presence during resuscitation, spiritual distress, adverse medical outcomes, informed consent, organ donation, and others.Objective: To describe the pedagogy, recruitment statistics and sustained participant outcomes of the Program to Enhance Relational and Communication Skills (PERCS).Methods: The pedagogical framework is based on creating safety for learning, emphasizing moral and relational aspects of care, suspending hierarchy to support interprofessional learning, honoring multiple perspectives, and valuing reflection and self-discovery. Programs bring together physicians, nurses, social workers, psychologists, chaplains and other healthcare professionals for a wide range of innovative educational offerings. Core learning occurs through live enactments of challenging conversations with professional actors portraying patients and family members, followed by guided debriefings that support individual and group reflection.Results: Approximately 3000 local, national and international professionals have participated since the program’s inception in 2002. PERCS workshop participants have reported a greater sense of preparation, confidence, improved communication and relational skills, and decreased anxiety when holding challenging healthcare conversations immediately following training and up to 12 months later. Benefits of the training were not related to discipline, level of experience or previous educational opportunities.Conclusions: Participants reported enhanced communication and relational skills. The program strives to develop relational competence in the healthcare world, including qualities of compassion, trust, and respect between clinicians and patients, and increased attention to interprofessional collaboration and knowledge sharing.

scholarly journals How we implemented Continuous Interprofessional Education at a newly established public hospital in Singapore

2022 ◽  
pp. 201010582110685
Author(s):  
Deanna W-C Lee ◽  
Chao-Yan Dong ◽  
Derrick Chen-Wee Aw
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Healthcare Setting ◽  
Contributing Factors ◽  
Patient Centeredness ◽  
Patient Centered ◽  
Mixed Responses ◽  
Strongly Agree ◽  
The Impact ◽  
Grand Rounds

Introduction To promote interprofessional collaboration (IPC), our newly established hospital implemented the Continuing Interprofessional Education (CIPE) initiatives, which included a half-day workshop and 15 sessions of Grand Rounds, with the content focusing on establishing interprofessional patient-centered care pathways, policies, and ultimately to build a community of IPC. Methods To evaluate the impact of the CIPE initiatives, 120 staff who attended at least 50% of the CIPE sessions were invited to complete the Interprofessional Attitudes Scale (IPAS). Results 67.5% of the invited participants completed the survey. The majority of the participants answered “agree” or “strongly agree” for the domains of Teamwork/Roles/Responsibilities, Patient-centeredness, Diversity and Ethics, and Community Centeredness after going through the CIPE initiatives. The Interprofessional Bias domain revealed mixed responses. Discussions and Implications of practice The significant contributing factors towards the success of the CIPE Grand Rounds included: (1) the topics were proposed by our staff and centered on clinical practice; (2) the delivery format was interactive, guided by adult learning principles. The mixed responses regarding the presence of biases among the participants suggested that interprofessional biases are deep-rooted in the healthcare setting, and attendance of these CIPE Grand Rounds made participants more acutely aware of these biases. However, more actions are needed to eradicate these biases.

scholarly journals Enabling interprofessional collaboration in delirium management / Interprofessionelle Zusammenarbeit im Delir-Management gestalten

2020 ◽  
Vol 7 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Andrea Moser ◽  
Uta Grosse ◽  
Susanne Knüppel Lauener
Keyword(s):  
Acute Care ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Acute Care Hospital ◽  
Communication Styles ◽  
Theory Approach ◽  
Care Hospital ◽  
Mutual Respect ◽  
Constant Attention ◽  
Delirium Management

AbstractIntroductionInterprofessional collaboration (IPC) is dependent on different expectations and communication styles. IPC is a meaningful approach to accomplish treatment goals, especially in patients with delirium. Delirium affects approximately 50 % of patients older than 65 years in acute care settings. The constant attention and effort needed to care for patients suffering from delirium is challenging and cannot be provided by one profession alone. Instead, there is a need for IPC.AimThis study aims to analyse the structure of IPC in the treatment of patients suffering from delirium.MethodData was collected by conducting three group interviews and six individual interviews with members of different professions in an acute care hospital, and analysed by Charmaz's (2014) grounded theory approach.ResultsA model called enabling IPC in delirium management was developed. This model shows how mutual respect and appreciation, being in dialog and dealing with challenges in IPC interact with each other and also affect each other. Mutual respect and appreciation are common baseline values that have a pivotal effect on the dialog between professions and the management of IPC challenges. Being in dialog and dealing with challenges in IPC are essential values for enabling IPC, as well as mutual respect and appreciation.ConclusionMutual respect and appreciation is fundamental for enabling IPC in the treatment of patients suffering from delirium. Interprofessional education, structured interprofessional care conferences and standardised communication can offer opportunities to foster mutual respect and appreciation which, in turn enable IPC.

scholarly journals Prescriber Education Interventions to Optimize Opioid Prescribing in Acute Care: A Systematic Review

2019 ◽  
Vol 6 (22;6) ◽  
pp. E551-E562
Author(s):  
Ria E. Hopkins
Keyword(s):  
Systematic Review ◽  
Acute Care ◽  
Care Setting ◽  
Physician Education ◽  
Significant Heterogeneity ◽  
Acute Care Setting ◽  
Opioid Use ◽  
Opioid Prescribing ◽  
Education Interventions ◽  
The Impact

Background: Opioid medications are frequently used effectively for analgesia in acute settings, however, they are associated with dependence and addiction, and were implicated in 47,600 American fatalities in 2017. Evidence suggests that despite guidelines and professional body recommendations, acute prescribing remains highly variable. Educational interventions targeting prescribers have potential to optimize prescribing in-line with evidence-based best practice. Objectives: To identify the objective impacts of education interventions on opioid prescribing in the acute care setting. Study Design: A systematic literature review. Setting: The electronic databases MEDLINE, Embase, and Cochrane for works published until December 31, 2018. Bibliographies of relevant studies and the gray literature were also searched. Methods: Databases were searched for interventional studies (clinical trials and pre- and poststudies). Studies describing an educational intervention delivered to clinicians and reporting at least one objective measure of opioid use in the acute care setting were included. Studies reporting only subjective outcomes and those focused on chronic pain or set in primary care were excluded. Two reviewers (RB, TB) extracted data and assessed the quality of included studies using the Downs and Black Tool. Results: Nine studies met inclusion criteria; all used pre- and postdesigns. Three studies described stand-alone education, and the others described multifaceted interventions. All 9 interventions significantly reduced at least one of the following: high-risk agent use including meperidine use by up to 71%; total or daily dosage of opioids at discharge, including median morphine milligram equivalence (MME) from 90 mg to 45 mg per patient; and quantity of medications such as oxycodone supplied to patients, halved in one study from 6,170 expected to 2,932 supplied tablets. No increase in pain complaints or prescription refill requests were reported in those studies assessing these outcomes. The longest study examined prescribing 15 months after education delivery, reporting sustained practice changes. Limitations: Overall study quality was fair to poor. Significant heterogeneity in settings, patient groups, methodologies, and outcomes prevented pooled quantitative analysis. No studies examined all available opioid agents or formulations. Conclusions: These findings support prescriber education as an effective strategy to reduce opioid use and optimize prescribing in acute settings. Further research, particularly high quality randomized studies, describing the impact of education on all available opioid formulations and total MME is required. Reviewing the existing literature has offered useful models that can be implemented to improve care with opioid prescribing in acute settings. Key words: Opioids, education, physician education, prescriber education, opioid education, opioid prescribing, systematic review, prescriptions, prevention

scholarly journals Evaluation of a Simulation-Based Interprofessional Educational Module on Adult Suctioning Using Action Research

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Cynthia Baker ◽  
Jennifer Medves ◽  
Marian Luctkar-Flude ◽  
Diana Hopkins-Rosseel ◽  
Cheryl Pulling ◽  
...  
Keyword(s):  
Action Research ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Role Expectations ◽  
Educational Module ◽  
Student Collaboration ◽  
Simulation Based ◽  
Instructor Communication ◽  
And Performance

AbstractBackground: Interprofessional collaboration in healthcare contributes to patientwell-being. The purpose of this action research study was to evaluate an innovative interprofessional simulation educational module for pre-licensure healthcare students on adult suctioning skills.Methods and Findings: Two suctioning scenarios were developed to provide multiprofessional groups of students the opportunity to collaborate in applying basicsuctioning skills within complex patient care situations. One group of nursing students (N= 23) and one group of physiotherapy students (N= 23) learned suctioning skills uniprofessionally in the usual programs of their respective schools. A third group of students (N= 45; 21 nursing, 24 physiotherapy) learned suctioning in the new, interprofessional simulation-based curriculum. Qualitative data were collected through direct observation of laboratory sessions, open-ended surveys, and focus groups. A thematic qualitative analysis was conducted, and four major themes emerged: instructors’ role expectations, prior student learning, student collaboration, and instructor communication. In addition, quantitative analysis of students’ readiness for interprofessional collaboration, confidence, and performance of suctioning skills revealed no significant differences between learners in the interprofessional labs and those in the uniprofessional labs.Conclusions: Development of the educational module using action research allowed for further development of a pedagogical approach to interprofessional education to increase its effectiveness.

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