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Jiang MH, Dou LW, Dong B, Zhang M, Li YP, Lin CX. Development and implementation of a high-fidelity simulation training course for medical and nursing collaboration based on the Fink integrated course design model. Front Med (Lausanne) 2024; 11:1286582. [PMID: 38504918 PMCID: PMC10948413 DOI: 10.3389/fmed.2024.1286582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 02/22/2024] [Indexed: 03/21/2024] Open
Abstract
Aim The purpose of this study is to examine the design and implementation of a high-fidelity simulation training course for medical and nursing collaboration, based on the Fink integrated course design model. Additionally, the study aims to validate the teaching effectiveness of the course. Background Previous empirical studies have highlighted the effectiveness of collaborative healthcare education in institutional teaching and hospital training. However, the development of healthcare collaborative education in China has been slow to develop in China. In recent years, Chinese nursing educators and researchers have shown interest in utilizing high-fidelity simulators for healthcare collaborative education. These simulators help address the limitations of traditional nursing teaching and healthcare separation simulation. Nevertheless, a standardized simulation interprofessional education curriculum is still lacking. Therefore, nursing educators need to develop a standardized high-fidelity simulation training curriculum for healthcare collaboration, guided by established science curriculum development theories. Methods A high-fidelity simulation training course on healthcare collaboration was designed based on the Fink integrated curriculum design model. The course was taught to 14 nursing students and 8 clinical medicine students from March to July 2022. To comprehensively evaluate the effectiveness of the healthcare collaboration high-fidelity simulation training course, several assessment tools were used. These included course grades, satisfaction and self-confidence scales, simulation teaching practice scales, healthcare collaboration attitude scales, critical thinking skills scales, and semi-structured interviews. Results After the course was implemented, students demonstrated high overall scores (79.19 ± 5.12) and reported high satisfaction ratings (4.44 ± 0.37). They also exhibited increased self-confidence (4.16 ± 0.33). Additionally, students evaluated all four dimensions of the course teaching practice scale positively. Furthermore, the study demonstrated significant improvements in various aspects, such as attitudes toward medical and nursing collaboration (t = -7.135, P < 0.01), shared education and teamwork (t = -3.247, P = 0.002), job autonomy for nurses (t = -1.782, P = 0.000), and reduced physician dominance (t = -6.768, P = 0.000). The critical thinking skills of the students showed significant improvement, with higher scores in truth-seeking (t = -3.052, P = 0.004), analytical ability (t = -2.561, P = 0.014), systematic ability (t = -3.491, P = 0.001), self-confidence in critical thinking (t = -4.024, P = 0.000), and curiosity (t = -5.318, P = 0.000) compared to their scores before the course (all P < 0.05). The interviews showed that the course's student-centered approach enabled active learning. Students suggested enhancing teaching cases and allocating more time for reflection and summarization. Conclusion The study successfully designed a high-fidelity simulation training course for healthcare collaboration by utilizing the Fink integrated curriculum design model. The findings provide valuable insights for the development of standardized curricula and healthcare collaboration education in China. Moreover, the course adheres to best practice principles, fostering improved attitudes toward healthcare collaboration and enhancing students' healthcare collaboration and clinical thinking skills.
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Affiliation(s)
- Meng-Han Jiang
- School of Health, Shandong University of Traditional Chinese Medicine, Jinan, Shandong, China
| | - Li-Wen Dou
- School of Health, Shandong University of Traditional Chinese Medicine, Jinan, Shandong, China
| | - Bo Dong
- School of Political Science and Public Administration, Wuhan University, Wuhan, Hubei, China
| | - Man Zhang
- Peking University First Hospital, Beijing, China
| | - Yue-Ping Li
- School of Nursing, Shandong Modern University, Jinan, Shandong, China
| | - Cui-Xia Lin
- School of Health, Shandong University of Traditional Chinese Medicine, Jinan, Shandong, China
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Yun S, Park HA, Na SH, Yun HJ. Effects of communication team training on clinical competence in Korean Advanced Life Support: A randomized controlled trial. Nurs Health Sci 2024; 26:e13106. [PMID: 38452799 DOI: 10.1111/nhs.13106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 02/21/2024] [Accepted: 02/23/2024] [Indexed: 03/09/2024]
Abstract
We conducted a randomized controlled trial to study the effects of interprofessional communication team training on clinical competence in the Korean Advanced Life Support provider course using a team communication framework. Our study involved 73 residents and 42 nurses from a tertiary hospital in Seoul. The participants were randomly assigned to the intervention or control group, forming 10 teams per group. The intervention group underwent interprofessional communication team training with a cardiac arrest simulation and standardized communication tools. The control group completed the Korean Advanced Life Support provider course. All participants completed a communication clarity self-reporting questionnaire. Clinical competence was assessed using a clinical competency scale comprising technical and nontechnical tools. Blinding was not possible due to the educational intervention. Data were analyzed using a Mann-Whitney U test and a multivariate Kruskal-Wallis H test. While no significant differences were observed in communication clarity between the two groups, there were significant differences in clinical competence. Therefore, the study confirmed that the intervention can enhance the clinical competence of patient care teams in cardiopulmonary resuscitation.
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Affiliation(s)
- Soyeon Yun
- Seoul National University Hospital, Seoul, Republic of Korea
| | - Hyeoun-Ae Park
- College of Nursing, Seoul National University, Seoul, Republic of Korea
| | - Sang-Hoon Na
- Seoul National University Hospital, Seoul, Republic of Korea
| | - Hee Je Yun
- Seoul National University Hospital, Seoul, Republic of Korea
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Zhang C. A Literature Study of Medical Simulations for Non-Technical Skills Training in Emergency Medicine: Twenty Years of Progress, an Integrated Research Framework, and Future Research Avenues. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4487. [PMID: 36901496 PMCID: PMC10002261 DOI: 10.3390/ijerph20054487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 02/26/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
Medical simulations have led to extensive developments in emergency medicine. Apart from the growing number of applications and research efforts in patient safety, few studies have focused on modalities, research methods, and professions via a synthesis of simulation studies with a focus on non-technical skills training. Intersections between medical simulation, non-technical skills training, and emergency medicine merit a synthesis of progress over the first two decades of the 21st century. Drawing on research from the Web of Science Core Collection's Science Citation Index Expanded and Social Science Citation Index editions, results showed that medical simulations were found to be effective, practical, and highly motivating. More importantly, simulation-based education should be a teaching approach, and many simulations are utilised to substitute high-risk, rare, and complex circumstances in technical or situational simulations. (1) Publications were grouped by specific categories of non-technical skills, teamwork, communication, diagnosis, resuscitation, airway management, anaesthesia, simulation, and medical education. (2) Although mixed-method and quantitative approaches were prominent during the time period, further exploration of qualitative data would greatly contribute to the interpretation of experience. (3) High-fidelity dummy was the most suitable instrument, but the tendency of simulators without explicitly stating the vendor selection calls for a standardised training process. The literature study concludes with a ring model as the integrated framework of presently known best practices and a broad range of underexplored research areas to be investigated in detail.
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Affiliation(s)
- Cevin Zhang
- School of Media and Design, Beijing Technology and Business University, Sunlight South Road 1, Beijing 102488, China
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McCrory K, Jowsey T, Chen Y. Essential Elements of Preregistration Nursing Interprofessional Simulation Training. J Nurs Educ 2023; 62:28-35. [PMID: 36652581 DOI: 10.3928/01484834-20221109-02] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
BACKGROUND Internationally, interprofessional simulation (IPS) training increasingly is being included in nursing curricula. This systematic review examined the elements of IPS training that prepare nursing students for clinical practice. METHOD Five databases (Cumulative Index to Nursing and Allied Health Literature [CINAHL], ProQuest, PubMed, Scopus, and Google Scholar) were searched for articles published from 2000 through 2020. Search terms included interprofessional, interdisciplinary, collaboration, collaborative care, teamwork, undergraduate nursing, and simulation. Thematic analysis of included studies was conducted using Braun and Clarke's (2006) six-phase approach. RESULTS Twenty-one studies were included. Five key themes emerged: (1) foster safe learning spaces, (2) realism matters, (3) effective debriefing is essential, (4) communication and teamwork increase patient safety, and (5) learning about scopes of practice and roles enables better care. CONCLUSION IPS training provides nursing students with learning opportunities that can fundamentally shape their capacity to work effectively in interprofessional and multi-disciplinary settings. [J Nurs Educ. 2023;62(1):28-35.].
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Velásquez ST, Ferguson D, Lemke KC, Bland L, Ajtai R, Amezaga B, Cleveland J, Ford LA, Lopez E, Richardson W, Saenz D, Zorek JA. Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine. BMC MEDICAL EDUCATION 2022; 22:204. [PMID: 35346159 PMCID: PMC8962252 DOI: 10.1186/s12909-022-03226-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Accepted: 03/02/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Interprofessional communication is fundamental to the delivery of healthcare and can be taught in medical school and other health professional schools through interprofessional education (IPE) activities. Simulation centers have become a predominant location for simulation IPE activities with infrastructure able to support high fidelity activities in a controlled environment. In this secondary analysis of a scoping review conducted on simulation-based IPE, we describe the characteristics of previously reported simulation IPE activities involving undergraduate medical students in a simulation center focused on interprofessional communication. METHODS Electronic searches of PubMed, CINAHL, and ERIC databases in accordance with PRISMA-ScR guidelines were conducted to isolate relevant articles from 2016-2020. In total, 165 peer-reviewed articles met inclusion criteria and data extraction linked to four research questions was applied by one individual and the accuracy was confirmed by a second individual. A secondary analysis was performed to describe what existing approaches for simulation IPE in simulation center settings have been used to explicitly achieve interprofessional communication competencies in undergraduate medical education. A sub-dataset was developed from the original scoping review and identified 21 studies describing simulation IPE activities that took place in dedicated simulation centers, targeted the IPEC interprofessional communication domain, and involved undergraduate medical students. RESULTS Though diverse, the majority of simulation IPE activities described high-fidelity approaches involving standardized patients and utilized assessment tools with established validity evidence in IPE activities to measure learning outcomes. A minority of simulation IPE activities were described as hybrid and utilized more than one resource or equipment for the activity and only two were longitudinal in nature. Learning outcomes were focused predominantly on modification of attitudes/perceptions and few targeted higher levels of assessment. CONCLUSIONS Educators charged with developing simulation IPE activities for medical students focused on interprofessional communication should incorporate assessment tools that have validity evidence from similar activities, target higher level learning outcomes, and leverage hybrid models to develop longitudinal simulation IPE activities. Though an ideal environment to achieve higher level learning outcomes, simulation centers are not required for meaningful simulation IPE activities.
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Affiliation(s)
- Sadie Trammell Velásquez
- Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA.
- South Texas Veterans Health Care System, Medicine Service, San Antonio, TX, USA.
- Department of Medicine, Division of Hospital Medicine, University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Drive, San Antonio, TX, 78229, USA.
| | - Diane Ferguson
- Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- H-E-B Clinical Skills Center, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Kelly C Lemke
- School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Leticia Bland
- School of Health Professions, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Rebecca Ajtai
- Briscoe Library, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Braulio Amezaga
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - James Cleveland
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- Center for Simulation Innovation, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Lark A Ford
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Emme Lopez
- Briscoe Library, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Wesley Richardson
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Daniel Saenz
- Graduate School of Biomedical Sciences, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Joseph A Zorek
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
- Linking Interprofessional Networks for Collaboration (LINC), Office of the Vice President for Academic, Faculty & Student Affairs, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
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Borg S. Video-based observation in impact evaluation. EVALUATION AND PROGRAM PLANNING 2021; 89:102007. [PMID: 34547597 DOI: 10.1016/j.evalprogplan.2021.102007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 09/13/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
This paper reviews the literature on the use of video-based observation (VBO) with particular attention to monitoring and evaluation (M&E) on development projects. While the use of video both as a research tool and as a strategy for supporting professional development is well-documented across several disciplines, the extent to which VBO has been utilized in M&E contexts is less clearly defined. In order to provide theoretically-grounded recommendations for the development and implementation of one organisation's innovative VBO impact evaluation scheme, this review examines recent evidence of VBO in M&E contexts and draws on VBO literature more generally to identify its advantages and challenges together with advice for enhancing its effectiveness. Based on this analysis, the paper highlights a number of practical issues that should be considered when VBO is being developed for M&E in development contexts, particularly where videos are being made by participants themselves. The value of VBO in responding to COVID-19 and reducing carbon emissions is also noted.
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Affiliation(s)
- Simon Borg
- Department of Language, Literature, Mathematics and Interpretation, Western Norway University of Applied Sciences, Bergen, Norway.
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Undergraduate Health Professional Students’ Team Communication in Simulated Emergency Settings: A Scoping Review. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.07.004] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Lau Y, Cheng LJ, Chow XP, Chee DGH, Lim ZJ, Hamid ZBA, Leong BSH, Lau ST. Evaluating the effectiveness of interprofessional advanced cardiac life support training: a sequential mixed-methods approach. J Interprof Care 2021; 36:210-221. [PMID: 34058956 DOI: 10.1080/13561820.2021.1892611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional advanced cardiac life support (IP-ACLS) training is a holistic learning experience; thus, our research team incorporated this training into an undergraduate programme. Considering that IP-ACLS training is a new paradigm in nursing education, evaluating its effectiveness is essential. This research aimed to (1) evaluate the effectiveness of this training on improving the perceived level of interprofessional collaboration, self-efficacy and emotion regulation and (2) explore the learning experience of nursing students during training. The study design adopted a sequential mixed-method approach comprising a two-group pretest and posttest design amongst 120 students, followed by nine focus group discussions. Quantitative results demonstrated significant improvements in the perceived level of interprofessional collaboration, self-efficacy and emotion regulation at post-intervention and follow-up. Qualitative data were collected through video recording and field notes. Thematic analysis was performed following the method of Braun and Clarke. Qualitative analysis of focus group transcripts identified three themes: synergistic partnership, clinical readiness and improving further training. Quantitative and qualitative results were integrated in accordance with the mixed data analysis framework. These results complemented one another. The training provided an authentic learning experience and a good steppingstone to nursing students who are preparing to work interprofessionally in the future.
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Affiliation(s)
- Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Ling Jie Cheng
- Nursing Research Unit, Department of Nursing, Khoo Teck Puat Hospital, Yishun Health Campus, National Healthcare Group, Singapore
| | - Xue Ping Chow
- Nursing Division, Singapore General Hospital, SingHealth, Singapore
| | - Daniel Guang Hui Chee
- Department of Nursing, Woodlands Health Campus, National Healthcare Group, Singapore
| | - Zhao Jun Lim
- Department of Nursing, National University Hospital, National University Health System, Singapore
| | | | | | - Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Brown DK, Kushner Benson SN. Does Time in Team Training Matter? Evaluation of Team-Level Attitudes With Interprofessional Education. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2020.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Herzberg S, Hansen M, Schoonover A, Skarica B, McNulty J, Harrod T, Snowden JM, Lambert W, Guise JM. Association between measured teamwork and medical errors: an observational study of prehospital care in the USA. BMJ Open 2019; 9:e025314. [PMID: 31676639 PMCID: PMC6830602 DOI: 10.1136/bmjopen-2018-025314] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
OBJECTIVES The goal of this study was to examine the relationship between measured teamwork and adverse safety events in the prehospital emergency care of children using high-fidelity simulation. We posit that non-technical skills such as leadership, teamwork, situation awareness and decision-making are associated with the clinical success of teams. DESIGN Observational study. SETTING Emergency medical services (EMS) responders were recruited from public fire and private transport agencies in Oregon State to participate in four simulations of paediatric emergencies using high-fidelity patient simulators, scene design, and professional actors playing parents and bystanders. PARTICIPANTS Forty-four fire/transport teams consisting of 259 EMS professionals consented to participate and completed simulations. PRIMARY AND SECONDARY OUTCOME MEASURES Teams were assessed using the Clinical Teamwork Scale (CTS), a validated instrument that measures overall teamwork and 15 specific elements in five overarching domains: communication, decision-making, role responsibility (leadership and followership), situational awareness/resource management and patient-friendliness. We used generalised estimating equations to estimate the odds of error with increasing overall CTS teamwork score while adjusting for clinical scenario and potential clustering by team. RESULTS Across 176 simulations, the mean overall score on the CTS was 6.04 (SD 2.10; range 1=poor to 10=perfect) and was normally distributed. The distribution of scores was similar across the four clinical scenarios. At least one error was observed in 82% of the simulations. In simulations with at least one observed error, the mean CTS score was 5.76 (SD 2.04) compared with 7.16 (SD 1.95) in scenarios with no observed error. Logistic regression analysis accounting for clustering at the team level revealed that the odds of an error decreased 28% with each unit increase in CTS (OR 0.72, 95% CI 0.59 to 0.88). CONCLUSIONS This study found that overall teamwork among care delivery teams was strongly associated with the risk of serious adverse events in simulated scenarios of caring for critically ill and injured children.
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Affiliation(s)
- Simone Herzberg
- Medical Scientist Training Program, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Matt Hansen
- Emergency Medicine, Oregon Health and Science University, Portland, Oregon, USA
| | - Amanda Schoonover
- Obstetrics and Gynecology, Oregon Health and Science University, Portland, Oregon, USA
| | - Barbara Skarica
- Obstetrics and Gynecology, Oregon Health and Science University, Portland, Oregon, USA
| | - James McNulty
- Office of Simulation, Oregon Health and Science University, Portland, Oregon, USA
| | - Tabria Harrod
- Obstetrics and Gynecology, Oregon Health and Science University, Portland, Oregon, USA
| | - Jonathan M Snowden
- Department of Obstetrics and Gynecology/Public Health and Preventive Medicine, Oregon Health and Science University, Portland, Oregon, USA
| | - William Lambert
- Public Health and Preventative Medicine, Oregon Health and Science University, Portland, Oregon, USA
| | - Jeanne-Marie Guise
- Obstetrics and Gynecology, Oregon Health and Science University, Portland, Oregon, USA
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