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Tuononen TA, Saaranen T, Holopainen T, Suominen AL, Silén-Lipponen M. Large-group simulation as a learning method to promote interprofessional collaboration and older adults' patient centered-care. SPECIAL CARE IN DENTISTRY 2023; 43:883-892. [PMID: 37393429 DOI: 10.1111/scd.12898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 06/05/2023] [Accepted: 06/19/2023] [Indexed: 07/03/2023]
Abstract
AIMS This study described the influence of a large-group simulation on social and health care students´ working life competence concerning interprofessional collaboration (IPC) and patient centered-care. METHODS AND RESULTS The target group (n = 319) was social and health care students from several different degree programs taking part in a large-group simulation concerning older people´s oral health as a part of his comprehensive well-being and health. Data were collected with a questionnaire containing background questions, statements about interprofessional practice and open-ended questions about learning experiences. The number of respondents was 257, including 51 oral health care students (OHCS). The data were analyzed using descriptive and statistical methods and content analysis. Working life competencies covers the overall social and collaborative skills which health-care professionals need in their work. They were reported to be improved in IPC and patient-centered care (PCC). The main described learning experiences in open responses included appreciating different professionals' competencies and the importance of interprofessional decision-making, interpersonal communication competence and patient-centered attitudes in care provision. CONCLUSION The large-group simulation is a good model for educating larger student groups simultaneously and it functioned well in improving understanding of IPC and PCC among older adults.
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Affiliation(s)
- Tiina A Tuononen
- Institute of Dentistry, University of Eastern Finland, Kuopio, Finland
| | - Terhi Saaranen
- Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Tiina Holopainen
- School of Health Care, Savonia University of Applied Sciences, Kuopio, Finland
| | - Anna Liisa Suominen
- Institute of Dentistry, University of Eastern Finland; Department of Oral and Maxillofacial Diseases Kuopio University Hospital, Kuopio, Finland
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Bienstock J, Heuer A. A review on the evolution of simulation-based training to help build a safer future. Medicine (Baltimore) 2022; 101:e29503. [PMID: 35758389 PMCID: PMC9276079 DOI: 10.1097/md.0000000000029503] [Citation(s) in RCA: 16] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Accepted: 05/06/2022] [Indexed: 11/26/2022] Open
Abstract
Throughout history, simulation has been used to demonstrate various techniques, acquire skills, and maintain best practices in healthcare. Simulation has evolved significantly, primarily because of the extent to which it can enhance both clinical proficiency and patient care. Although simulation-based training (SBT) in healthcare has grown exponentially in the 21st century, it has been around for centuries. This paper aims to reflect on the history and evolution of simulation in healthcare and review its current applications in order to provide a foundation for developing new applications for future expanded use.
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Williams Veazey L, Broom A, Kenny K, Degeling C, Hor S, Broom J, Wyer M, Burns P, Gilbert GL. Entanglements of affect, space, and evidence in pandemic healthcare: An analysis of Australian healthcare workers' experiences of COVID-19. Health Place 2021; 72:102693. [PMID: 34673365 PMCID: PMC8523487 DOI: 10.1016/j.healthplace.2021.102693] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Revised: 09/07/2021] [Accepted: 10/06/2021] [Indexed: 11/11/2022]
Abstract
The COVID-19 pandemic continues to highlight both global interconnectedness and schisms across place, context and peoples. While countries such as Australia have securitised their borders in response to the global spread of disease, flows of information and collective affect continue to permeate these boundaries. Drawing on interviews with Australian healthcare workers, we examine how their experiences of the pandemic are shaped by affect and evidence ‘traveling’ across time and space. Our analysis points to the limitations of global health crisis responses that focus solely on material risk and spatial separation. Institutional responses must, we suggest, also consider the affective and discursive dimensions of health-related risk environments.
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Affiliation(s)
- Leah Williams Veazey
- Sydney Centre for Healthy Societies, Department of Sociology & Social Policy, University of Sydney, NSW, 2006, Australia.
| | - Alex Broom
- Sydney Centre for Healthy Societies, Department of Sociology & Social Policy, University of Sydney, NSW, 2006, Australia.
| | - Katherine Kenny
- Sydney Centre for Healthy Societies, Department of Sociology & Social Policy, University of Sydney, NSW, 2006, Australia.
| | - Chris Degeling
- Centre for Health Engagement, Evidence and Values, University of Wollongong, NSW, 2522, Australia.
| | - Suyin Hor
- Centre for Health Services Management, Faculty of Health, University of Technology, Sydney, NSW, 2007, Australia.
| | - Jennifer Broom
- Sunshine Coast Health Institute, 6 Doherty Street, Birtinya, QLD, 4575, Australia; School of Medicine, University of Queensland, Brisbane, QLD, 4072, Australia.
| | - Mary Wyer
- The Marie Bashir Institute for Infectious Disease and Biosecurity, University of Sydney, Westmead Institute for Medical Research, 176 Hawkesbury Road, Westmead, NSW, 2145, Australia.
| | - Penelope Burns
- ANU Medical School, Building 4, Hospital Road, Garran, ACT, 2605, Australia; School of Medicine, Western Sydney University, Penrith, NSW, 2751, Australia.
| | - Gwendolyn L Gilbert
- The Marie Bashir Institute for Infectious Disease and Biosecurity, University of Sydney, Westmead Institute for Medical Research, 176 Hawkesbury Road, Westmead, NSW, 2145, Australia.
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Murray M. The impact of interprofessional simulation on readiness for interprofessional learning in health professions students. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Kleib M, Jackman D, Duarte-Wisnesky U. Interprofessional simulation to promote teamwork and communication between nursing and respiratory therapy students: A mixed-method research study. NURSE EDUCATION TODAY 2021; 99:104816. [PMID: 33662866 DOI: 10.1016/j.nedt.2021.104816] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 11/30/2020] [Accepted: 02/03/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Collaboration and teamwork are vitally important for safe patient care. Experiential learning through interprofessional simulation helps prepare students for the expansive requirements of today's complex healthcare environment. PURPOSE To develop and evaluate an interprofessional simulation educational activity to promote teamwork and communication between respiratory therapy and nursing students. DESIGN A mixed method design employing surveys, observation, and focus groups with educators and students was used. Thirty-six students from two institutions in Western Canada participated in this study. Data was analyzed using descriptive statistics and content analysis. RESULTS Baseline assessment revealed students were most familiar and comfortable with team functioning and communication interprofessional competencies, familiar but uncomfortable with collaborative leadership, conflict resolution, patient-centered care, and role clarification competencies. Correlation between communication and teamwork and collaborative leadership suggests these competencies play an important role in students' ability to enact more complex skills, such as conflict resolution competency. Overall, participants were highly satisfied and shared invaluable insights for improving this simulation experience in the future. CONCLUSION This evaluation study demonstrated feasibility of interprofessional simulation and its potential to enhance acquisition of interprofessional competencies. A future study will incorporate additional disciplines, such as medicine and pharmacy, applying a controlled evaluation design.
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Affiliation(s)
- Manal Kleib
- Office 5-112, University of Alberta, Faculty of Nursing, Edmonton Clinic Health Academy, 11405 87 Ave, Edmonton, Alberta T6T 1C9, Canada.
| | - Deirdre Jackman
- Office 4-254, University of Alberta, Faculty of Nursing, Edmonton Clinic Health Academy, 11405 87 Ave, Edmonton, Alberta T6T 1C9, Canada.
| | - Uirá Duarte-Wisnesky
- University of Alberta, Faculty of Nursing, Edmonton Clinic Health Academy, 11405 87 Ave, Edmonton, Alberta T6T 1C9, Canada.
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Flores-Sandoval C, Sibbald S, Ryan BL, Orange JB. Healthcare teams and patient-related terminology: a review of concepts and uses. Scand J Caring Sci 2020; 35:55-66. [PMID: 32236976 DOI: 10.1111/scs.12843] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Revised: 02/26/2020] [Accepted: 03/09/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Discussions concerning health care teams and patient-related terminology remain an ongoing debate. Terms such as interdisciplinary, multidisciplinary and transdisciplinary, as well as interprofessional are ambiguously defined and frequently used, rightly or wrongly, interchangeably. Also, clarification on the terminology regarding patients is rarely explicitly addressed in the health care team's literature, potentially resulting in confusion among health professional students, novice researchers, and practitioners. METHODS A structured literature review was conducted. Electronic searches were performed from August 2018 to September 2019 on the following databases: CINHAL, Scopus, Science Direct, PubMed, Nursing and Allied Health and JSTOR. The following terms were used: 'terminology', 'team(s)', 'nursing', 'health', 'medical', 'education', 'interprofessional', 'interdisciplinary', 'multidisciplinary', 'transdisciplinary', 'collaboration', 'patient', 'client', 'customer', 'user' and 'person'. RESULTS Small but significant nuances in the use of language and its implications for patient care can be made visible for health professional education and clinical practice. Healthcare is necessarily interdisciplinary and therefore we are obligated, and privileged, to think more critically about the use of terminology to ensure we are supporting high-quality evidence and knowledge application. CONCLUSION To avoid confusion and lack of consistency in the peer-review literature, authors should be encouraged to offer brief definitions and the rationale for the use of a particular term or group of term. In addition, a deeper understanding of the values that each patient-related term represents for particular disciplines or health care professions is essential to achieve a more comprehensive conceptual rigour.
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Affiliation(s)
- Cecilia Flores-Sandoval
- Health and Rehabilitation Sciences Program, Faculty of Health Sciences, Western University, London, ON, Canada
| | - Shannon Sibbald
- Department of Family Medicine, Faculty of Health Sciences, School of Health Studies, Schulich School of Medicine and Dentistry, The Schulich Interfaculty Program in Public Health, Western University, London, ON, Canada
| | - Bridget L Ryan
- Centre for Studies in Family Medicine, Department of Family Medicine, Department of Epidemiology and Biostatistics, Schulich School of Medicine & Dentistry, Western University, London, ON, Canada
| | - Joseph B Orange
- Health and Rehabilitation Sciences Program, Faculty of Health Sciences, Western University, London, ON, Canada.,School of Communication Sciences and Disorders, Western University, London, ON, Canada.,Canadian Centre for Activity and Aging, Western University, London, ON, Canada
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Ong IL, Diño MJS, Calimag MMP, Hidalgo FA. Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD). PLoS One 2019; 14:e0211405. [PMID: 30682137 PMCID: PMC6347297 DOI: 10.1371/journal.pone.0211405] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Accepted: 01/14/2019] [Indexed: 11/19/2022] Open
Abstract
Introduction Interprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome. Methods A one-group post-posttest pre-experimental design with tool development was employed to establish the validity and reliability of the “Inventory of Reflective Vignette–Interprofessional Learning” (IRV-IPL). This tool was developed from an extensive literature review and designed with three segments to assess interprofessional competencies before, after, and what if scenarios using vignettes. After it was validated by education experts (n = 5) and written consent forms were signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10) for analysis and improvement. During the actual implementation, it was administered to healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected data underwent validity and reliability testing. Results IRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α = 0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling prior interprofessional competencies, and predictive validity in estimating interprofessional learning as an outcome of CPD and alternative interventions. Conclusion This study provided a piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies are essential to explore the educational utility of IRV framework in crafting relevant assessments and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.
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Affiliation(s)
- Irvin L. Ong
- The Graduate School, University of Santo Tomas, Manila, Philippines
- Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines
- Phi Gamma Chapter, Sigma Theta Tau International Honor Society in Nursing, Indianapolis, IN, United States of America
- * E-mail:
| | - Michael Joseph S. Diño
- The Graduate School, University of Santo Tomas, Manila, Philippines
- Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines
- Phi Gamma Chapter, Sigma Theta Tau International Honor Society in Nursing, Indianapolis, IN, United States of America
| | | | - Fe A. Hidalgo
- The Graduate School, University of Santo Tomas, Manila, Philippines
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Mesquita HCT, Santana BDS, Magro MCDS. Effect of realistic simulation combined to theory on self-confidence and satisfaction of nursing professionals. ESCOLA ANNA NERY 2019. [DOI: 10.1590/2177-9465-ean-2018-0270] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Abstract Objective: To compare the effect of the use of the simulation strategy combined to theory with the simulation, per se, on the gain of self-confidence in nursing professionals during the management of the patient in cardiopulmonary arrest. Method: Quasi-experimental study with pre and post-tests, quantitative approach. Convenience sample composed of 53 professionals, divided into a control and experimental groups. The strategy was the intervention. A structured questionnaire and the satisfaction and self-confidence scale were used for data collection. Results with p≤0.05 were considered significant. Results: Professionals were predominantly young (33.2 ± 6.5 years) and females (84.9%). In the experimental group there was no significant difference (p=0.1 vs p=0.4), but self-confidence increased significantly among the professionals in the experimental group in relation to the control (p=0.007 vs p=0.06). Conclusion: The level of self-confidence of the nursing professionals for patient care in cardiopulmonary arrest improved significantly after using the combined simulation theory.
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Lindqvist S, Vasset F, Iversen HP, Hofseth Almås S, Willumsen E, Ødegård A. University teachers’ views of interprofessional learning and their role in achieving outcomes - a qualitative study. J Interprof Care 2018; 33:190-199. [DOI: 10.1080/13561820.2018.1534809] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
| | - Frøydis Vasset
- Norwegian University of Science and Technology, Ålesund, Norway
| | | | | | - Elizabeth Willumsen
- University of Stavanger, Stavanger and Molde University College, Molde, Norway
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Kowalski C, Attoe C, Ekdawi I, Parry C, Phillips S, Cross S. Interprofessional Simulation Training to Promote Working With Families and Networks in Mental Health Services. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2018; 42:605-612. [PMID: 29098596 DOI: 10.1007/s40596-017-0840-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Accepted: 10/10/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVE Working with the families and networks of patients with mental illness has significant benefits. There are, however, numerous barriers to this way of working, meaning that it is not universally privileged in mental healthcare services. This study evaluated the impact of an interprofessional simulation (IPS) course on working with families and networks on participants' confidence, attitudes, and perceived future clinical practice. METHODS A one-day IPS course pairing high-fidelity scenarios with reflective debriefs was developed. Simulated patients were engaged to portray patients and family members. Participants were mental health professionals from a variety of medical, nursing, and allied health professional backgrounds (n = 105). A mixed-methods approach to data collection was adopted, comprising pre- and post-course quantitative data on confidence and attitudes towards working with families and networks, and post-course qualitative data on participant experience and learning. Paired samples t tests and thematic analysis were conducted on the respective data sets. RESULTS Participants' overall confidence and attitude scores showed statistically significant improvements with large and medium effect sizes, respectively. Thematic analyses identified several perceived improvements in areas related to the following: personal professional development, interprofessional and team working, and patient care and experience. Key pedagogical features of IPS were also highlighted. CONCLUSIONS These findings support the use of IPS to improve clinicians' capabilities in undertaking systemic work while also supporting its ability to alter clinicians' ways of working in general. The importance of interprofessional and team working for this was also highlighted. Longitudinal evaluation of the training's impact on clinical practice is warranted.
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Affiliation(s)
- Christopher Kowalski
- Medical-Psychiatry Alliance, Centre for Addiction and Mental Health, Toronto, ON, Canada.
- Maudsley Simulation, London, UK.
| | | | | | - Claire Parry
- South London and Maudsley NHS Foundation Trust, London, UK
| | | | - Sean Cross
- Maudsley Simulation, London, UK
- South London and Maudsley NHS Foundation Trust, London, UK
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Abstract
This article discusses the role of simulation training in educating nurses and reducing clinical errors and describes a research project designed to determine the effectiveness of deliberate practice and simulation technology.
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Labrague LJ, McEnroe-Petitte DM, Fronda DC, Obeidat AA. Interprofessional simulation in undergraduate nursing program: An integrative review. NURSE EDUCATION TODAY 2018; 67:46-55. [PMID: 29754113 DOI: 10.1016/j.nedt.2018.05.001] [Citation(s) in RCA: 52] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 04/08/2018] [Accepted: 05/01/2018] [Indexed: 05/23/2023]
Abstract
OBJECTIVES Interprofessional (IP) competencies are critical for successful collaborative practice. Nurse education, through interprofessional simulation, plays a critical role in preparing nursing students achieve these competencies. Although considerable research has been conducted on this topic, a broader perspective is lacking. This review systematically appraised and synthesized evidence examining the effects of interprofessional simulation on nursing students' outcomes. DESIGN An integrative review method guided this review. DATA SOURCES Five databases (Cumulative Index to Nursing and Allied Health Literature, SCOPUS, PubMed, PsychINFO, and MEDLINE) were searched to locate articles published from 2010 onwards. Search and MeSH terms included: interprofessional, interdisciplinary, simulation, nurse education, nursing, and student. Thirty (30) articles were included in this review. RESULTS Findings of content analysis revealed five essential themes: interprofessional communication, appreciation of interprofessional team roles, interprofessional teamwork or collaboration, self-confidence or self-efficacy, and positive attitudes or readiness toward interprofessional learning. CONCLUSIONS This review provides a current state of knowledge on the efficacy of interprofessional simulation in enhancing interprofessional learning and competencies in nursing students. However, more research should be done utilizing a more robust method of research and reliable assessment methods. Through interprofessional simulation experiences, nurse academe can adequately prepare nursing students for future collaborative practice. Inclusions of interprofessional simulation activities in all clinical nursing courses can help prepare nursing students achieve inter-professional learning.
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