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
2019 ◽  
Vol 16 (1-2) ◽  
pp. 110-117
Author(s):  
Laura Chalmers

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.


2021 ◽  
pp. bmjstel-2020-000685
Author(s):  
John T Paige ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
John Zahmjahn ◽  
Raquel Baroni de Carvalho ◽  
...  

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.


2017 ◽  
Vol 37 (1) ◽  
pp. 17-33 ◽  
Author(s):  
Maureen Rubin ◽  
Shelley Cohen Konrad ◽  
Jayashree Nimmagadda ◽  
Anna Scheyett ◽  
Kerry Dunn

2019 ◽  
Vol 24 (1) ◽  
pp. 61-70
Author(s):  
Claire M. Edwards ◽  
Jason M. Newell

The focus on interprofessional education (IPE) for professional training programs in allied health professions such as social work has increased recently. There is limited pedagogical literature regarding either the instruction or application of IPE in any given profession. Based on a co-teaching model of instruction, this article delineates the preparation and integration process of a pilot course on IPE. The pilot course was taught at a small liberal arts college where it was cross-listed in two undergraduate professional programs in social work and speech-language pathology. This article discusses the relevance of including IPE in allied health professional training programs. Additionally, this article outlines the timeline for developing and implementing the course, from conceptualization to the integration phases including implications from student evaluations of their experience in the course. Elements of the course including delivery, descriptions of assignments, and projects also are discussed.


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