Interprofessional Simulation: From the Classroom to Clinical Practice

2020 ◽  
Vol 39 (1) ◽  
pp. 105-125
Author(s):  
Julie A. Poore ◽  
Dylan D. Cooper
Keyword(s):  
Medical Errors ◽  
Interprofessional Education ◽  
Best Practice ◽  
Roles And Responsibilities ◽  
Clinical Educators ◽  
Barriers And Opportunities ◽  
Planning Development ◽  
State Of The Science ◽  
Professional Roles And Responsibilities ◽  
Improve Patient

Interprofessional simulation (IPS), frequently referred to in the literature as simulation-enhanced interprofessional education (IPE), has been widely studied in nursing and medical education. For decades, the literature has suggested IPE as a valuable strategy for enhancing communication and collaboration among health professionals. Interprofessional collaborative practice (IPCP) is foundational to developing high-functioning healthcare teams and can lead to reduced medical errors and increased patient safety. This chapter addresses IPS from both the academic and practice perspectives. The foundations of IPE and IPCP are reviewed, as well as the standards of best practice in simulation. Planning, development, and implementation will be discussed, including benefits, barriers, and possible solutions. Recommendations from relevant research on debriefing and evaluation of IPS are also reviewed. Outcomes from the growing body of research on IPS will be presented and include perceptions of interprofessional practice, better understanding of professional roles and responsibilities, development of communication and teamwork skills, and shared problem-solving and decision-making. Future implications and recommendations are provided based on the state of the science on IPS. Optimum design, implementation, and evaluation of IPS, along with a thorough understanding of the benefits, barriers, and opportunities, can help faculty and clinical educators prepare a collaborative healthcare workforce and reduce medical errors to ultimately improve patient outcomes.

Integration of Human/Social Dimensions into the Traditional European Model of Natural Resource Education and Management

2005 ◽  
Vol 156 (8) ◽  
pp. 264-268
Author(s):  
James J. Kennedy ◽  
Niels Elers Koch
Keyword(s):  
Natural Resources ◽  
Natural Resource ◽  
Life Forms ◽  
Western World ◽  
Social Dimensions ◽  
Roles And Responsibilities ◽  
Resource Managers ◽  
Natural Resource Managers ◽  
Rural Ecosystem ◽  
Professional Roles And Responsibilities

The increasing diversity, complexity and dynamics of ecosystem values and uses over the last 50 years requires new ways for natural resource managers (foresters, wildlife biologists, etc.)to understand and relate to their professional roles and responsibilities in accommodating urban and rural ecosystem users, and managing the complimentary and conflicting interactions between them. Three stages in Western-world natural resources management are identified and analyzed, beginning with the (1) Traditional stage: natural resources first, foremost and forever, to (2) Transitional stage: natural resource management,for better or worse, involves people, to (3) Relationship stage: managing natural resources for valued people and ecosystem relationships. The impacts of these three perspectives on how natural resource managers view and respond to ecosystems,people and other life-forms is basic and can be profound.

scholarly journals Managing Older Adults With Cognitive Impairment: An Interprofessional, Standardized Patient Approach

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 10-10
Author(s):  
Shaun Varrecchia ◽  
Carol Maritz ◽  
Colleen Maher ◽  
Megan Strauss
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Occupational Therapy ◽  
Interprofessional Education ◽  
Professional Organizations ◽  
Standardized Patient ◽  
Geriatric Population ◽  
Roles And Responsibilities ◽  
Interprofessional Teams ◽  
Occupational Therapy Students

Abstract Several professional organizations have called for increased preparation of health professionals capable of working with older adults, including those with cognitive impairment. Standardized patients (SP) are often used in interprofessional education (IPE) in the health professions, but limited data exists to support their use when teaching about the care and management of older adults with cognitive impairment. The purposes of this project were to: 1) develop, implement, and assess an interprofessional standardized patient exercise involving physical and occupational therapy students and 2) to evaluate students’ perceptions of a SP encounter on relevance and utility to patients with cognitive impairment. 88 students representing physical therapy (DPT) and occupational therapy (DrOT) were assigned to interprofessional teams to evaluate an SP portraying an older adult with cognitive impairment. At the conclusion of the session the SP provided the group formative feedback. Student teams then completed an assignment to develop a collaborative intervention plan and addressed questions about roles and responsibilities and communication/teamwork. Pre-/post- surveys focusing on the knowledge of roles and responsibilities, communication, and teamwork were completed by all students. Students also completed an evaluation about the SP experience. Results demonstrated student agreement to understanding the role of the other’s profession improved 28.67%; being comfortable communicating with the geriatric population improved 27.31%; and working in interprofessional teams can improve geriatric patient care improved 32.11%. These findings demonstrate that use of SPs has several advantages in teaching students how to work and communicate with individuals with cognitive impairments as an interprofessional team.

scholarly journals Co-supervision in postgraduate training: Ensuring the right hand knows what the left hand is doing

2015 ◽  
Vol Volume 111 (Number 11/12) ◽  
Author(s):  
Elly S. Grossman ◽  
Nigel J. Crowther ◽  
◽  
◽  
Keyword(s):  
Best Practice ◽  
Research Training ◽  
Full Potential ◽  
Supervisor Training ◽  
Left Hand ◽  
Roles And Responsibilities ◽  
Training And Supervision ◽  
The Right ◽  
Supervisory Practices ◽  
Supervisory Practice

Abstract South Africa is experiencing a steep rise in postgraduate candidature and a backlog in research training and supervision. Co-supervision is a means to address such challenges. This study investigated how co-supervision could effectively and efficiently be implemented within a Faculty of Health Sciences. Supervisors and postgraduates brainstormed co-supervisory practice to identify: (1) the reasons for co-supervision, (2) what co-supervisors should discuss to facilitate their interactions and (3) how best to initiate the novice supervisor into supervisory practice. Co-supervisors are formally appointed for different reasons and all co-supervisory activities should be directed towards meeting the purpose of that appointment. Points to consider in facilitating a co-supervisor memorandum of understanding and novice supervisor training were discussed. Our findings provide suggestions to develop accountable co-supervisory practices, enhance novice supervisor training and to design discipline-specific best practice policy at institutional level to enable a common understanding of co-supervisory roles and responsibilities. Threats to effective co-supervision identified were the implications of co-supervision in staff promotion, inequitable workload recognition and no official acknowledgement of informal supervisory activities. Unless these issues are addressed, the full potential of co-supervision will remain unrealised. Supervision pedagogy and research teaching is a sophisticated skill worthy of professionalisation.

scholarly journals Second life in healthcare education: Virtual environment's potential to improve patient safety

2011 ◽  
pp. 17-23
Keyword(s):  
Patient Safety ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Medical Errors ◽  
Second Life ◽  
Healthcare Professionals ◽  
Improve Patient Safety ◽  
Healthcare Education ◽  
Healthcare Profession ◽  
Improve Patient

Research has shown that a large portion of healthcare cost is due to medical errors. There are many factors that cause medical errors but one major factor is linked to healthcare professionals who are not adequately trained with the appropriate skills. Virtual environments and simulations are being used to help improve training in many different areas, including the healthcare profession. This paper explores the usage of Second Life in healthcare education and its ability to improve patient safety. The conclusion is that much progress and development still needs to be made before Second Life will make a significant impact on improved patient safety through healthcare education. There is a need to make the virtual environment more realistic to adequately train healthcare professionals.

Interprofessional Education

2018 ◽  
pp. 520-541
Author(s):  
Rebecca Moote
Keyword(s):  
Patient Care ◽  
Student Learning ◽  
Interprofessional Education ◽  
Improve Patient Care ◽  
Collaborative Practice ◽  
Evidence Based ◽  
High Quality ◽  
Design And Implementation ◽  
Assessment Strategies ◽  
Improve Patient

Interprofessional education (IPE) is recognized as an important component in the education of healthcare students. The goal of bringing students together to learn with, from, and about each other is to ultimately impact collaborative practice and improve patient care. Over the last 20 years there has been increased focus on the design and implementation of IPE experiences. Several IPE collaborative organizations and IPE centers have been formed to provide evidence-based recommendations and guidelines. Strategies have been created for designing and implementing high quality IPE activities, developing faculty in IPE, overcoming student stereotypes, determining assessment strategies, and identifying barriers to IPE. This chapter will focus on each of these elements and provide specific recommendations on how to create and implement IPE that improves student learning.

Emotional intelligence and school leaders: Evidence from Abu Dhabi

2020 ◽  
pp. 174114322091355 ◽  
Author(s):  
Rida Blaik Hourani ◽  
David Litz ◽  
Scott Parkman
Keyword(s):  
Emotional Intelligence ◽  
United Arab Emirates ◽  
Professional Learning ◽  
School Leaders ◽  
Abu Dhabi ◽  
Self Awareness ◽  
Structured Interviews ◽  
Five Dimensions ◽  
Roles And Responsibilities ◽  
Professional Roles And Responsibilities

This is a qualitative exploratory study that focuses on emotional intelligence attributes of public-school leaders in Abu Dhabi, in the United Arab Emirates. The research questions endorsed the emotional intelligence school leaders exhibit along five dimensions: (a) self-awareness; (b) managing emotions; (c) motivation; (d) empathy; and (e) social skills. Furthermore, the study focused on how school leaders and managers utilise their emotional intelligence attributes professionally. For the purpose of this study, a qualitative research methodology was employed, which involved the use of interactive and participatory data collection in the form of semi-structured interviews with various categories of school leaders and managers. Furthermore, thematic data analysis was conducted, in order to reveal Abu Dhabi school leaders’ exhibition and utilisation of emotional intelligence attributes within their professional roles and responsibilities. While the study was limited to school leaders and managers in Abu Dhabi, in the United Arab Emirates, the findings implied the need for school leaders and managers to develop and nurture their professional emotional intelligence attributes, as many job-embedded constraints and challenges require the demonstration of essential emotional intelligence skills and traits. Hence, professional learning opportunities within the perspective of emotional intelligence need to be considered and developed to enable, facilitate and enhance school changes.

scholarly journals The Validation of Geriatric Cases for Interprofessional Education: A Consensus Method

2020 ◽  
Vol 7 ◽  
pp. 238212052095763
Author(s):  
Carolyn CJ Teuwen ◽  
Rashmi RA Kusurkar ◽  
Hermien WH Schreurs ◽  
Hester HEM Daelmans ◽  
Saskia SM Peerdeman
Keyword(s):  
Interprofessional Education ◽  
Treatment Plan ◽  
Consensus Method ◽  
Ageing Population ◽  
Consensus Methods ◽  
Educational Setting ◽  
Healthcare Facilities ◽  
Face To Face ◽  
Roles And Responsibilities ◽  
Treatment Plans

Background: Case-based Interprofessional Education (IPE) can help students practise their roles and responsibilities. To construct these cases, input from experts in clinical practice is essential. Consensus between these experts can be facilitated using consensus methods. In this study, a geriatric focus for the cases was chosen because of the interprofessional nature of geriatrics and the ageing population in healthcare facilities. Methods: By combining the 3 most commonly used consensus methods, we developed a 6-step approach to validate cases for IPE. The 6 steps include 3 expert rounds (Steps 1, 3 and 5) and 2 rounds in which discussion points were formulated by the researcher (Steps 2 and 4). The cases were piloted with students as Step 6. Four facets of a case were included: the patient description, the complemented treatment plan, the difficulty of the case and the scoring of the treatment plan. Our educational setting required constructing 4 cases with increasing difficulty. Results: Step 1: 5 typical geriatric cases were assembled. Step 2: Similar characteristics were defined; 5 cases were merged into 4. The 4 cases showed increasing difficulty levels. Step 3: The constructed cases were validated for patient description authenticity, treatment plan adequacy, difficulty and scoring of the treatment plan. Step 4: The items for further discussion were defined. Step 5: Consensus was reached for all 4 cases through a face-to-face discussion. Step 6: The student pilot for Case 1 showed no significant adjustments. Conclusion: We developed a 6-step consensus method to validate cases for IPE, and we constructed 4 geriatric cases based on this method. While consensus about the patient descriptions and difficulty levels was reached easily, consensus on the treatment plans was more difficult to achieve. Validation of the scoring of the treatment plan was unsuccessful. Further research on this will be conducted.

Understanding roles in health care through interprofessional educational experiences

2020 ◽  
Vol 29 (6) ◽  
pp. 364-372 ◽  
Author(s):  
Susan Furr ◽  
Susan Hayes Lane ◽  
Dana Martin ◽  
Dana E Brackney
Keyword(s):  
Nursing Students ◽  
Interprofessional Education ◽  
Educational Experiences ◽  
Baccalaureate Degree ◽  
Role Expectations ◽  
Healthcare Team ◽  
Team Members ◽  
Roles And Responsibilities ◽  
Baccalaureate Degree Nursing ◽  
Healthcare Workforce

Background: Students can find interacting within a healthcare team challenging. It is important for students to understand their role and respect those of other healthcare team members. Interprofessional education (IPE) is a strategy for exploring the roles of self and others within the team. Aim: The purpose of this study was to evaluate nursing students' perceptions of roles and responsibilities following an IPE experience. Methods: Students in an undergraduate baccalaureate degree nursing programme participated in a two-day IPE event with students in the physician's assistant's (PA) programme, pharmacy programme, and physical therapy (PT) programme. Findings: Self-perception and the perception of others were two main themes that emerged. The results suggested that roles and responsibilities are often misunderstood. Conclusion: Educators must be committed to educating our future healthcare workforce on role expectations and responsibilities within an individual's own profession and that of others. This education should start in the foundation stages of each discipline's educational curricula.

PP186 Telemonitoring With Pacemakers For Patients With Heart Failure

2019 ◽  
Vol 35 (S1) ◽  
pp. 72-72
Author(s):  
Susan Myles ◽  
Ruth Louise Poole ◽  
Karen Facey
Keyword(s):  
Heart Failure ◽  
Patient Outcomes ◽  
Best Practice ◽  
Core Outcome Set ◽  
Outcome Set ◽  
Patients With Heart Failure ◽  
Technical Issues ◽  
Technology Lifecycle ◽  
Multi Stakeholder ◽  
Improve Patient

IntroductionEvidence supporting the use of pacemakers is well established. However, evidence about the optimal use of pacemaker telemonitoring for disease management in heart failure is not. Health Technology Wales (HTW) held a national adoption event to encourage implementation and best practice in use of pacemaker telemonitoring in the National Health Service (NHS) Wales to improve patient outcomes in heart failure.MethodsMulti-stakeholder national adoption workshop using a mixture of expert presentations, case studies and interdisciplinary group and panel discussions to agree key actions to understand the value and promote optimal use of pacemakers for remote disease monitoring in patients with heart failure in Wales.ResultsThe workshop was attended by forty-five senior professionals with an interest in improving care of patients with heart failure. Actions to progress included: providing a centralized Welsh system to support technical issues that arise with telemonitoring; considering interoperability with other NHS Wales systems; encouraging value-based procurement with collection of a core outcome set; agreeing implementation issues with both professionals and patients; audit to understand experience, resource use and outcomes; and sharing manufacturer evidence on the accuracy of telemanagement algorithms. It was suggested that these actions be progressed via an All-Wales multi-stakeholder approach, led by the Welsh Cardiac Network.ConclusionsDeveloping a more agile, lifecycle approach to technology appraisal is currently advocated; recalibrating the focus from technology assessment to technology management across the complete technology lifecycle. HTW will endeavour through regular adoption events to facilitate such a paradigm shift that aims to understand value and optimise use of evidence-based technologies.

Securities markets and protection of small investors in public shareholding companies of United Arab Emirates

2019 ◽  
Vol 11 (1) ◽  
pp. 73-80
Author(s):  
Nashat Jaradt
Keyword(s):  
United Arab Emirates ◽  
Best Practice ◽  
Stock Exchange ◽  
Securities Markets ◽  
Legal Cases ◽  
Content Type ◽  
Roles And Responsibilities ◽  
Doing Business ◽  
Small Investors ◽  
The Subject

Purpose The purpose of this paper is to review the laws in relation to the role of the securities markets in protecting small investors and examine legal cases that have recently been observed in this area. Design/methodology/approach A research-based qualitative analysis was undertaken to determine the governing authorities on the subject of international trade contracts globally. Various internet searches were conducted and information was collected to represent the subject at large and to the best and most current understanding. The information was assessed in its joined context to prepare recommendations for best practice. Findings In the United Arab Emirates (UAE), the rights of small investors in public shareholding companies are protected through many different legal stipulations that all must adhere to in order to offer stock. Through an examination of the laws of the UAE in relation to securities markets’ roles and responsibilities, a clear picture of protection is created that ensures small investors’ risks are minimized. In this regard, the UAE has implemented additional regulations in comparison to any other country as evident through the Doing Business Report (2014). Research limitations/implications The review of available documents is limited to UAE and hence cannot be generalized into a broader context. Originality/value This paper work contributes the research about the existing conditions of securities markets of protected small investor in UAE stock exchange market as serious as that of protecting the national economy.

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