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Walsh SA, Walker SB, Wirihana LA. Preregistration nursing students' motivation for speaking up for patient safety: An integrated literature review. NURSE EDUCATION TODAY 2024; 140:106291. [PMID: 38917742 DOI: 10.1016/j.nedt.2024.106291] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Revised: 05/17/2024] [Accepted: 06/17/2024] [Indexed: 06/27/2024]
Abstract
AIM The aim of this review was to uncover what motivates preregistration nursing students to speak up for patient safety during work integrated learning (WIL) and to develop an evidence-based safety motivation framework for use by educators, clinicians, and preregistration nursing students. DESIGN This study used an integrative literature review design guided by Whittemore and Knafl's methodological framework. DATA SOURCES Five research databases, CINAHL, MEDLINE, PubMed, Scopus, and Web of Science, were searched for relevant peer reviewed research literature published in English between January 2011 and January 2024. The use of MeSH terms "undergraduate nursing student," or "preregistration nursing student" and "speaking up," "patient safety," and "motivation," resulted in 489 search returns. Following application of filters and inclusion criteria fifty-four (n = 54) studies were identified as being relevant to the research aim. REVIEW METHODS The fifty-four (n = 54) research studies were reviewed using the JBI Critical Appraisal tool relevant to the study methodology. The JBI critical appraisal tools are checklists used to determine research quality, validity, results, and meaning. Following appraisal, 27 studies were included in the integrative literature review. RESULTS Authentic learning, view of self as a nurse, and positive work integrated learning experiences were found to be the primary motivators for preregistration nursing students to speak up for patient safety during work integrated learning. These three motivators provided the foundation for an evidence-based framework, underpinned by self-determination theory, that can be used to enhance preregistration nursing students' motivation to speak up for patient safety. CONCLUSIONS The integrative review design enabled the development of the evidence-based Safety Motivation Framework to support preregistration nursing students' during work integrated learning however missing from the literature was information about the lived experience of this group of students when speaking up for patient safety.
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Affiliation(s)
- Samantha A Walsh
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
| | - Sandra B Walker
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
| | - Lisa A Wirihana
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Australia.
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Fattahi Ardakani M, Sotoudeh A, Asadian A, Heydari S, Zareipour M. The Effect of an Educational Intervention Based on the Health Action Process Approach on Nurses' Communication Skills. INVESTIGACION Y EDUCACION EN ENFERMERIA 2024; 42:e13. [PMID: 39083825 PMCID: PMC11290895 DOI: 10.17533/udea.iee.v42n1e13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 02/06/2024] [Indexed: 08/02/2024]
Abstract
Objective This study aimed to the effects of the Health Action Process Approach (HAPA) in promoting the quality of nurses' communication skills among nurses. Methods The present quasi-experimental research was conducted on 148 nurses (76 in the intervention and 72 in the control group) in Yazd province (Iran). In this study, the total number of nurses in one hospital was selected as the intervention group, while the nurses from another hospital were chosen as the control group. The participants were recruited from public hospitals in Ardakan and Meibod cities. The data collection instrument was a questionnaire based on the Health Action Process Approach (HAPA) Constructs and a communicative skill questionnaire. The data were collected from the two groups before, one month after, and four months after the intervention. The control group did not receive any educational training during the course of the study. Results In the pretest, no statistically significant difference was found between the intervention and control groups regarding the behavioral stages of effective communication with patients. In the posttest, the mean task self-efficacy score was significantly increased in the intervention group compared to the control (p<0.001). The mean coping self-efficacy score was also significantly higher in the intervention group than the control in the posttest (p<0.001). Moreover, the mean coping planning score was significantly increased in the post-test intervention group(p < 0.001). The mean communicative skill score was also significantly increased in the intervention group compared to the post-test control (p=0.03). Conclusion The intervention used in the present study based on the target model (HAPA) significantly affected nurses' self-efficacy and communicative skills in the experimental group.
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Affiliation(s)
| | - Ahmad Sotoudeh
- Department of Public Health, Bushehr University of Medical Sciences, Bushehr, Iran.
| | - Ali Asadian
- Social Determinants in Health Promotion Research Center, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.
| | - Sara Heydari
- Assistant Professor of Medical Education, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
| | - Moradali Zareipour
- Department of public Health, Khoy University of Medical Sciences, Khoy, Iran.
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Krystallidou D, Kersbergen MJ, de Groot E, Fluit CRMG, Kuijer-Siebelink W, Mertens F, Oosterbaan-Lodder SCM, Scherpbier N, Versluis MAC, Pype P. Interprofessional education for healthcare professionals. A BEME realist review of what works, why, for whom and in what circumstances in undergraduate health sciences education: BEME Guide No. 83. MEDICAL TEACHER 2024:1-18. [PMID: 38513054 DOI: 10.1080/0142159x.2024.2314203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 01/31/2024] [Indexed: 03/23/2024]
Abstract
AIM To provide an evidence-informed program theory (PT) for Interprofessional Education (IPE) that adds to the knowledge base of how IPE in undergraduate health sciences education works. METHODS We undertook a realist review of the literature and synthesis of the evidence combined with stakeholder experience. Our initial program theory (IPT), built around development, delivery and evaluation of IPE interventions, was tested and refined following an in-depth search of the literature and consultation with stakeholders. The literature (2010-2022) was selected based on the realist criteria of relevance and rigor, as well as on conceptual richness of the studies. RESULTS Our PT is built upon 124 CMOs (Context of IPE interventions, Mechanisms that fired within that context, and IPE Outcomes), from 58 studies. Our PT comprises an array of elements found in the Context, including traits and behavioral displays of students and facilitators, and discusses four Mechanisms (feeling responsible, feeling enthusiastic/excited, feeling safe to take risks, and feeling ready), which are likely to lead to outcomes related to the Interprofessional Education Collaborative (sub)competencies. DISCUSSION Results were linked to learning theories to further build our understanding. The PT can serve as a guide for the development, delivery, and evaluation of IPE interventions.
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Affiliation(s)
- Demi Krystallidou
- School of Languages and Literature, Centre for Translation Studies, University of Surrey, Guildford, UK
| | - Maria J Kersbergen
- Department of Dentistry, Radboud University Medical Center, Nijmegen, The Netherlands
- School of Health Studies, Research group Organisation of Healthcare and Social Services, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Esther de Groot
- Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, Utrecht University, Utrecht, The Netherlands
| | - Cornelia R M G Fluit
- Health Academy, Radboud University Medical Center Nijmegen, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- School of Education, Research on Responsive Vocational and Professional Education, HAN University of Applied Sciences, Nijmegen, The Netherlands
- Radboudumc Health Academy, Research on Learning and Education, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Fien Mertens
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
| | | | - Nynke Scherpbier
- Department of Primary and Long-term Care, University Medical Centre Groningen, University of Groningen, Groningen, The Netherlands
| | - Marco A C Versluis
- Department of Obstetrics and Gynaecology, University Medical Center Groningen, Groningen, The Netherlands
| | - Peter Pype
- Department of Public Health and Primary Care, Centre for Interprofessional Collaboration in Education, Research and Practice, Ghent University, Ghent, Belgium
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Cooper A, Iten R, Leslie GD, Barrett D, Lane M, Mould J, Hamsanathan P, Stokes S, Falconer P, Wood M, Cheesman S, Gill FJ. Using clinical simulation to assess a new paediatric ESCALATION system education package: Empirical research mixed methods. Nurs Open 2024; 11:e2100. [PMID: 38366769 PMCID: PMC10873682 DOI: 10.1002/nop2.2100] [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: 12/16/2022] [Revised: 12/18/2023] [Accepted: 01/05/2024] [Indexed: 02/18/2024] Open
Abstract
AIM The aim of the study was to assess the suitability of an online education package to prepare health professionals to use a new paediatric early warning system. DESIGN Quasi-experimental mixed methods using co-production. METHODS Participants completed the Package and participated in up to four clinical scenarios. Data were collected using self-report surveys, and during clinical scenarios; escalation of care, documentation, family involvement, communication handovers were assessed, and recorded debriefings were thematically analysed. Data were integrated using tabulated joint displays. RESULTS Eleven nurses and three doctors were recruited from three mixed adult and paediatric hospitals. Following completion of the Package and clinical scenarios 13/14 (93%) participants agreed preparedness and confidence to use the ESCALATION System had increased. For 53% handovers, the communication framework was followed, for 79% charts, documentation was complete. Participants engaged with the parent (actor) for 97% scenario interactions. The Package was effective and participation in clinical scenarios appeared to enhance learning. PATIENT OR PUBLIC CONTRIBUTION Consumers participated in the steering group overseeing the study and in the expert panel who reviewed the education package and clinical scenarios.
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Affiliation(s)
- Alannah Cooper
- School of Nursing, Faculty Health SciencesCurtin UniversityPerthWestern AustraliaAustralia
| | - Rebecca Iten
- School of Nursing, Faculty Health SciencesCurtin UniversityPerthWestern AustraliaAustralia
| | | | - David Barrett
- Postgraduate Medical EducationPerth Children's Hospital, Child and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
| | - Marguerite Lane
- Nursing ResearchPerth Children's Hospital, Child and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
| | - Jonathon Mould
- Postgraduate Medical EducationPerth Children's Hospital, Child and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
| | - Prasanthy Hamsanathan
- Postgraduate Medical EducationPerth Children's Hospital, Child and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
| | - Scott Stokes
- Kimberley Regional Paediatric ServiceBroome HospitalBroomeWestern AustraliaAustralia
| | - Pania Falconer
- School of Nursing, Faculty Health SciencesCurtin UniversityPerthWestern AustraliaAustralia
- Nursing ResearchPerth Children's Hospital, Child and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
| | - Margaret Wood
- Health consumer representativeChild and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
| | - Samantha Cheesman
- Health consumer representativeChild and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
| | - Fenella J. Gill
- Nursing ResearchPerth Children's Hospital, Child and Adolescent Health ServiceNedlandsWestern AustraliaAustralia
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Shuyi AT, Zikki LYT, Mei Qi A, Koh Siew Lin S. Effectiveness of interprofessional education for medical and nursing professionals and students on interprofessional educational outcomes: A systematic review. Nurse Educ Pract 2024; 74:103864. [PMID: 38101092 DOI: 10.1016/j.nepr.2023.103864] [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: 09/18/2023] [Revised: 11/08/2023] [Accepted: 11/25/2023] [Indexed: 12/17/2023]
Abstract
AIM AND BACKGROUND Patient safety is a global health priority as unsafe care is a principal cause of death and disability. Ineffective interprofessional communication and collaboration among nursing and medical professionals and students contribute to unsafe practices. Interprofessional education provides opportunities to strengthen nurse-physician collaboration and enhance patient care. However, there is inconclusive evidence regarding interprofessional education effectiveness. This review aims to systematically evaluate interprofessional education effectiveness for nursing and medical professionals and students on interprofessional educational outcomes (interprofessional attitudes, perceptions, skills, knowledge, behaviours, and organisational and patient outcomes). DESIGN AND METHODS PubMed, Cochrane Library, Embase, Scopus, CINAHL, ERIC, PsycInfo, Web of Science were last searched on 13 January 2022. This review included published and unpublished randomised controlled trials, quasi-experimental and mixed-method studies in English examining interprofessional education outcomes among nursing and medical professionals and students. Two reviewers independently appraised studies using the Joanna Briggs Institute Critical Appraisal Tools and extracted data using a modified Joanna Briggs Institute data extraction form. Narrative synthesis was conducted instead of meta-analysis since majority of the included studies had quasi-experimental design, and various interventions and outcomes. Certainty of evidence was appraised using the Grading of Recommendations, Assessment, Development and Evaluations tool. RESULTS This review included 15 studies involving 1185 participants. Improvements were reported in each interprofessional educational outcome after interprofessional education. High-fidelity simulation with multiple scenarios, standardised communication tools, didactic and active learning methods, theoretical frameworks, debriefing sessions and provider training enhanced interprofessional education effectiveness. CONCLUSIONS Effectiveness of interprofessional education for nursing and medical professionals and students was demonstrated since improvements were observed for each interprofessional educational outcome. This systematic review addressed literature gaps, demonstrated effectiveness of interprofessional education in clinical practice and academic curricula and provided evidence-based insights that future research can consider to enhance global patient safety standards for optimal patient outcomes and quality of healthcare. Caution is advised in interpreting findings due to 'very low' evidence certainty and limited studies. More high-quality randomised controlled trials with longitudinal designs are needed.
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Affiliation(s)
- Amelia Tan Shuyi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Division of Nursing, KK Women's and Children's Hospital, Singapore.
| | - Lew Yi Ting Zikki
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Division of Nursing, KK Women's and Children's Hospital, Singapore
| | - Ang Mei Qi
- Division of Nursing, KK Women's and Children's Hospital, Singapore
| | - Serena Koh Siew Lin
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Kötting L, Henschel N, Keller FM, Derksen C, Lippke S. Social-cognitive correlates of expectant mothers’ safe communication behaviour: Applying an adapted HAPA model. COGENT PSYCHOLOGY 2023. [DOI: 10.1080/23311908.2023.2173996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2023] Open
Affiliation(s)
- L. Kötting
- Constructor University gGmbH, Bremen, Germany
| | | | | | - C. Derksen
- Constructor University gGmbH, Bremen, Germany
| | - S. Lippke
- Constructor University gGmbH, Bremen, Germany
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Hur HK, Kim KK, Lim YM, Kim J, Park KH, Park YC. Patient safety interprofessional education program using medical error scenarios for undergraduate nursing and medical students in Korea. J Interprof Care 2023; 37:944-953. [PMID: 36883789 DOI: 10.1080/13561820.2023.2183184] [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: 12/02/2021] [Revised: 11/01/2022] [Accepted: 01/07/2023] [Indexed: 03/09/2023]
Abstract
Interprofessional education (IPE) for patient safety is becoming increasingly important worldwide. However, Korea lacks a systematic approach toward patient safety, despite the high demand for teamwork and patient communication education. This study aims to determine the effectiveness of a patient safety IPE program using medical error scenarios. The program was developed to enhance patient safety motivation and interprofessional learning attitudes among medical and nursing students, and evaluate the design of the program and students' satisfaction levels. The program comprises two modules, each consisting of lectures, team-based case analysis, role-play, and high-fidelity simulation activities. This study followed a quasi-experimental pre-post test design to determine program outcomes. An online survey for the Readiness for Interprofessional Learning Scale (RIPLS), patient safety motivation, program design evaluation, and program satisfaction was conducted before and after the program. Data were analyzed using descriptive statistics, paired sample t-tests, and Pearson's correlation. The pre-post RIPLS and patient safety results were significant (t = -5.21, p < .001;t = -3.20, p = .002). The results of the medical scenario examination of the patient safety IPE program showed improved motivation for patient safety among students, and contributed to the improvement of IPE learning attitudes by improving team work and collaboration.
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Affiliation(s)
- Hea Kung Hur
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Ki Kyong Kim
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Young Mi Lim
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Junghee Kim
- Department of Nursing, Wonju College of Nursing, Yonsei University, Wonju, South Korea
| | - Kyung Hye Park
- Department of Medical Education, Wonju College of Medicine, Yonsei University, Wonju, South Korea
- Department of Emergency Medicine, Wonju Severance Christian Hospital, Wonju, South Korea
| | - Yon Chul Park
- Department of Medical Education, Wonju College of Medicine, Yonsei University, Wonju, South Korea
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Alrashidi N, Pasay An E, Alrashedi MS, Alqarni AS, Gonzales F, Bassuni EM, Pangket P, Estadilla L, Benjamin LS, Ahmed KE. Effects of simulation in improving the self-confidence of student nurses in clinical practice: a systematic review. BMC MEDICAL EDUCATION 2023; 23:815. [PMID: 37904153 PMCID: PMC10614341 DOI: 10.1186/s12909-023-04793-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Accepted: 10/20/2023] [Indexed: 11/01/2023]
Abstract
BACKGROUND Considering the positive influence of simulation from previous literature may encourage educators to regard it as a valuable teaching strategy in nursing schools. This literature review aims to investigate whether the use of simulation improves undergraduate nurses' self-confidence during clinical practice. METHODOLOGY This study employed a literature-based design. Five academic databases, including CINAHL, EBSCO, ProQuest, PubMed and Medline, were utilised to extract relevant studies using appropriate keywords and Boolean operators. Studies published in the last 15 years (2005-2020) were included in the search. Studies were retrieved using the Exclusion and Inclusion criteria. The Critical Appraisal Skills Programme (CASP) was used to critically appraise the studies. RESULTS A total of 15 primary research studies were extracted for review. Four major themes emerged from the review: Improved self-confidence to carry out clinical tasks, Increased ability to work in teams, Improved self-confidence to perform community work and Improved self-confidence in communicating with patients and team members. CONCLUSION Clinical simulation is a useful tool in increasing the self-confidence of nursing students to perform clinical tasks, make clinical judgements, communicate with patients and team members and improve their teamwork. To improve the quality of care received by patients, it is recommended that clinical simulations be integrated into the nursing curriculum in Saudi Arabia. Increasing the confidence of students has been shown to be associated with greater confidence in performing clinical tasks.
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Affiliation(s)
- Nojoud Alrashidi
- College of Nursing, University of Hail, Hail City, Saudi Arabia.
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Hong JQY, Chua WL, Smith D, Huang CM, Goh QLP, Liaw SY. Collaborative practice among general ward staff on escalating care in clinical deterioration: A systematic review. J Clin Nurs 2023; 32:6165-6178. [PMID: 37154497 DOI: 10.1111/jocn.16743] [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: 11/22/2022] [Revised: 03/30/2023] [Accepted: 04/20/2023] [Indexed: 05/10/2023]
Abstract
AIM To understand the issues surrounding collaborative practice and collaboration experiences among general ward staff in the escalation of care for clinically deteriorating patients. DESIGN A systematic synthesis without meta-analysis. REVIEW METHODS Seven electronic databases (CINAHL, Cochrane, Embase, PsycINFO, PubMed, Scopus and ProQuest Theses and Dissertations) were searched from their inception to 30 April 2022. Two reviewers independently screened titles, abstracts and full text for eligibility. The critical appraisal skill programme, Joanna Briggs Institute checklist for analytical cross-sectional studies and mixed methods appraisal tool were used to appraise the quality of the included studies. Both quantitative and qualitative research data were extracted, analysed and then synthesised using the data-based convergent qualitative synthesis approach. This review adhered to the Synthesis without meta-analysis (SWiM) reporting guidelines. RESULTS A total of 17 studies were included. Two themes and six sub-themes were generated: (1) intraprofessional factors-inadequate handover, workload and mutual support, raising and acting on concerns, and seeking help from seniors and (2) interprofessional factors-differences in communication styles, and hierarchical approach versus interpersonal relationships. CONCLUSIONS This systematic review highlights the need to address the intra- and interprofessional issues surrounding collaborative practice in escalation of care among general ward staff. IMPLICATIONS FOR THE PROFESSION Findings from this review will inform healthcare leaders and educators on the development of relevant strategies and multi-disciplinary training to foster effective teamwork among nurses and doctors, with the goal of improving the escalation of care for patients with clinical deterioration. NO PATIENT OR PUBLIC CONTRIBUTION This systematic review did not directly involve patient or public contribution to the manuscript.
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Affiliation(s)
- Jordan Qi Yang Hong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Wei Ling Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Duncan Smith
- Department of Nursing, School of Health and Psychological Sciences, City University of London, London, UK
- Patient Emergency Response & Resuscitation Team (PERRT), University College London Hospitals, NHS Foundation Trust, London, UK
| | - Chi Ming Huang
- Nursing Service, National Healthcare Group, Tan Tock Seng Hospital, Singapore, Singapore
| | - Qin Ling Pearlyn Goh
- Department of Nursing, National Healthcare Group, Khoo Teck Puat Hospital, Yishun Health Campus, Singapore, Singapore
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Lambert C, Wiencek C, Francis-Parr J. Effect of Simulation-Based Training on the Self-Confidence of New Nurses in the Care of Patients With Acute Deterioration and Activation of the Rapid Response Team. J Contin Educ Nurs 2023; 54:367-376. [PMID: 37531656 DOI: 10.3928/00220124-20230711-07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
BACKGROUND New nurses report feeling unprepared and having low levels of self-confidence. High-fidelity simulation (HFS) is frequently used to increase confidence and improve patient safety. This study assessed whether HFS training increased new nurses' self-confidence and activation of the rapid response team (RRT) when caring for patients with clinical deterioration. METHOD A quality improvement design was used. New nurses on two units at a Level I trauma center completed a 70-minute HFS. The change in self-confidence was measured by Grundy's C-Scale, and the change in percentage of staff-initiated RRT calls versus auto-triggered calls was calculated 3 months after HFS. RESULTS All 12 nurses who participated in the HFS showed improved self-confidence immediately after simulation. A Wilcox-on signed-rank paired data test showed statistically significantly improved confidence scores for all five items of the C-Scale from preintervention to immediately postintervention as well as 5 months later. One unit showed an increase in percentage of staff-initiated RRT calls 3 months postsimulation, and the other unit showed a decline in staff-initiated versus auto-triggered RRT calls. DISCUSSION The HFS increased self-confidence scores from preintervention to immediately postintervention, with the increase sustained 5 months later. However, how this increase translated into practice when activating RRT calls cannot be determined because many factors can influence RRT call patterns. CONCLUSION The literature review and study results suggest that HFS training embedded into an existing nurse residency program can build self-confidence in caring for patients with clinical deterioration. [J Contin Educ Nurs. 2023;54(8):367-376.].
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Liaw SY, Tan JZ, Bin Rusli KD, Ratan R, Zhou W, Lim S, Lau TC, Seah B, Chua WL. Artificial Intelligence Versus Human-Controlled Doctor in Virtual Reality Simulation for Sepsis Team Training: Randomized Controlled Study. J Med Internet Res 2023; 25:e47748. [PMID: 37494112 PMCID: PMC10413090 DOI: 10.2196/47748] [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: 03/31/2023] [Revised: 05/04/2023] [Accepted: 05/31/2023] [Indexed: 07/27/2023] Open
Abstract
BACKGROUND Interprofessional communication is needed to enhance the early recognition and management of patients with sepsis. Preparing medical and nursing students using virtual reality simulation has been shown to be an effective learning approach for sepsis team training. However, its scalability is constrained by unequal cohort sizes between medical and nursing students. An artificial intelligence (AI) medical team member can be implemented in a virtual reality simulation to engage nursing students in sepsis team training. OBJECTIVE This study aimed to evaluate the effectiveness of an AI-powered doctor versus a human-controlled doctor in training nursing students for sepsis care and interprofessional communication. METHODS A randomized controlled trial study was conducted with 64 nursing students who were randomly assigned to undertake sepsis team training with an AI-powered doctor (AI-powered group) or with medical students using virtual reality simulation (human-controlled group). Participants from both groups were tested on their sepsis and communication performance through simulation-based assessments (posttest). Participants' sepsis knowledge and self-efficacy in interprofessional communication were also evaluated before and after the study interventions. RESULTS A total of 32 nursing students from each group completed the simulation-based assessment, sepsis and communication knowledge test, and self-efficacy questionnaire. Compared with the baseline scores, both the AI-powered and human-controlled groups demonstrated significant improvements in communication knowledge (P=.001) and self-efficacy in interprofessional communication (P<.001) in posttest scores. For sepsis care knowledge, a significant improvement in sepsis care knowledge from the baseline was observed in the AI-powered group (P<.001) but not in the human-controlled group (P=.16). Although no significant differences were found in sepsis care performance between the groups (AI-powered group: mean 13.63, SD 4.23, vs human-controlled group: mean 12.75, SD 3.85, P=.39), the AI-powered group (mean 9.06, SD 1.78) had statistically significantly higher sepsis posttest knowledge scores (P=.009) than the human-controlled group (mean 7.75, SD 2.08). No significant differences were found in interprofessional communication performance between the 2 groups (AI-powered group: mean 29.34, SD 8.37, vs human-controlled group: mean 27.06, SD 5.69, P=.21). However, the human-controlled group (mean 69.6, SD 14.4) reported a significantly higher level of self-efficacy in interprofessional communication (P=.008) than the AI-powered group (mean 60.1, SD 13.3). CONCLUSIONS Our study suggested that AI-powered doctors are not inferior to human-controlled virtual reality simulations with respect to sepsis care and interprofessional communication performance, which supports the viability of implementing AI-powered doctors to achieve scalability in sepsis team training. Our findings also suggested that future innovations should focus on the sociability of AI-powered doctors to enhance users' interprofessional communication training. Perhaps in the nearer term, future studies should examine how to best blend AI-powered training with human-controlled virtual reality simulation to optimize clinical performance in sepsis care and interprofessional communication. TRIAL REGISTRATION ClinicalTrials.gov NCT05953441; https://clinicaltrials.gov/study/NCT05953441.
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Affiliation(s)
- Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Jian Zhi Tan
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | | | - Rabindra Ratan
- Department of Media & Information, Michigan State University, East Lansing, MI, United States
| | - Wentao Zhou
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Siriwan Lim
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Tang Ching Lau
- Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Betsy Seah
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Wei Ling Chua
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
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Rashwan ZI. Motivation inspiring confidence: effect of scenario-based learning on self-confidence among prelicensure nursing students. TEACHING AND LEARNING IN NURSING 2023. [DOI: 10.1016/j.teln.2023.01.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
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Liaw SY, Tan JZ, Lim S, Zhou W, Yap J, Ratan R, Ooi SL, Wong SJ, Seah B, Chua WL. Artificial intelligence in virtual reality simulation for interprofessional communication training: Mixed method study. NURSE EDUCATION TODAY 2023; 122:105718. [PMID: 36669304 DOI: 10.1016/j.nedt.2023.105718] [Citation(s) in RCA: 13] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Revised: 12/14/2022] [Accepted: 01/10/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Virtual reality simulations are shown to be an effective approach for interprofessional nurse-physician communication training. However, its scalability is constrained by unequal medical-nursing cohort size, rendering a great challenge for all nursing students to form an interprofessional team with medical students. With the evolution of artificial intelligence (AI), an AI medical team player can be integrated into virtual reality simulations for more nursing students to engage in interprofessional team training. OBJECTIVES To describe the development of a novel AI-enabled virtual reality simulation (AI-enabled VRS) and to evaluate nursing students' competencies and experiences in communicating with an AI medical doctor. METHODS A mixed-methods design using a one-group pretest-posttest design and focus group discussions were employed in the evaluation phase. Nursing students from a university were recruited to undertake the 2-hour AI-enabled VRS. Pre-test and post-tests were administered to evaluate the participants' communication knowledge and self-efficacy. Survey questionnaires were administered to examine their experiences with the virtual reality environment and the AI doctor. Five focus group discussions were conducted to gain deeper insight into their learning experiences. RESULTS The participants demonstrated significant improvements in communication knowledge and interprofessional communication self-efficacy after the learning. They reported positively on the acceptability, feasibility and usability of the AI-enabled VRS. The subscale of "human-like" feature of the AI medical doctor was rated the lowest. Three themes surrounding participants' experiences of the virtual learning emerged: "relate to the real world", "artificial intelligence versus human intelligence" and "complement with face-to-face learning". CONCLUSIONS This study demonstrates initial evidence on the potential of AI-enabled VRS in fostering nursing students' learning on interprofessional communication skills. The findings have also provided insights on how to improve the AI-enabled VRS, in particular, the expressiveness of the AI pedagogical agent and facilitating more dialogue trainings with learner-agent conversations.
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Affiliation(s)
- Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Jian Zhi Tan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Siriwan Lim
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Wentao Zhou
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - John Yap
- NUS Information Technology, National University of Singapore, 2 Engineering Drive 4, 117584, Singapore
| | - Rabindra Ratan
- Department of Media & Information, Michigan State University, Address: 404 Wilson Rd, Communication Arts and Sciences Building, East Lansing, MI, USA
| | - Sim Leng Ooi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Shu Jing Wong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Betsy Seah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Wei Ling Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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14
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Svobodová V, Maršálková H, Volevach E, Mikulík R. Simulation-based team training improves door-to-needle time for intravenous thrombolysis. BMJ Open Qual 2023; 12:bmjoq-2022-002107. [PMID: 36810293 PMCID: PMC9944663 DOI: 10.1136/bmjoq-2022-002107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 02/01/2023] [Indexed: 02/23/2023] Open
Abstract
PURPOSE There is a clinical need for shortened door-to-needle time (DNT) for intravenous thrombolysis, but effective training methods are missing. Simulation training improves teamwork and logistics in numerous fields. Still, it is not clear if simulation improves logistics in stroke. METHODS To evaluate the efficiency of a simulation training programme, the DNT of participating centres was compared with the rest of stroke centres in the Czech Republic. Patients' data were prospectively collected from the nationally used Safe Implementation of Treatments in Stroke Registry. The outcome was an improvement in DNT in 2018 as compared with 2015 (after and before the simulation training). Scenarios were based on real clinical cases, and simulation courses were conducted in a standardly equipped simulation centre. FINDINGS Between 2016 and 2017, 10 courses were conducted for stroke teams from 9 of all 45 stroke centres. DNT data were available both in 2015 and 2018 from 41 (91%) stroke centres. The simulation training improved the DNT in 2018 as compared with 2015 by 30 min (95% CI 25.7 to 34.7) and as compared with 20 min (95% CI 15.8 to 24.3) in stroke centres without the simulation training (p=0.01). Any parenchymal haemorrhage occurred in 5.4% and 3.5% of patients treated in centres without and with simulation training (p=0.054), respectively. CONCLUSIONS DNT was considerably shortened nationally. It was feasible to implement simulation as a nationwide training programme. The simulation was associated with improved DNT; however, other studies should confirm that such an association is causal.
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Affiliation(s)
- Veronika Svobodová
- International Clinical Research Center, St Anne's University Hospital in Brno, Brno, Czech Republic
| | - Hana Maršálková
- International Clinical Research Center, St Anne's University Hospital in Brno, Brno, Czech Republic
| | - Ekaterina Volevach
- International Clinical Research Center, St Anne's University Hospital in Brno, Brno, Czech Republic
| | - Robert Mikulík
- International Clinical Research Center, St Anne's University Hospital in Brno, Brno, Czech Republic .,Department of Neurology, Masaryk University Faculty of Medicine, Brno, Czech Republic
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15
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Krielen P, Meeuwsen M, Tan ECTH, Schieving JH, Ruijs AJEM, Scherpbier ND. Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace. BMC MEDICAL EDUCATION 2023; 23:105. [PMID: 36774481 PMCID: PMC9921059 DOI: 10.1186/s12909-023-04053-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Teamwork and communication are essential tools for doctors, nurses and other team members in the management of critically ill patients. Early interprofessional education during study, using acute care simulation, may improve teamwork and communication between interprofessional team members on the long run. METHODS A comparative sequential quantitative-qualitative study was used to understand interprofessional learning outcomes in nursing and medical students after simulation of acute care. Students were assigned to a uni- or interprofessional training. Questionnaires were used to measure short and long term differences in interprofessional collaboration and communication between the intervention and control group for nursing and medical students respectively. Semi-structured focus groups were conducted to gain a better understanding of IPE in acute simulation. RESULTS One hundred and ninety-one students participated in this study (131 medical, 60 nursing students). No differences were found between the intervention and control group in overall ICCAS scores for both medical and nursing students (p = 0.181 and p = 0.441). There were no differences in ICS scores between the intervention and control group. Focus groups revealed growing competence in interprofessional communication and collaboration for both medical and nursing students. CONCLUSIONS Interprofessional simulation training did show measurable growth of interprofessional competencies, but so did uniprofessional training. Both medical and nursing students reported increased awareness of perspective and expertise of own and other profession. Furthermore, they reported growing competence in interprofessional communication and collaboration in transfer to their workplace.
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Affiliation(s)
- Pepijn Krielen
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Malon Meeuwsen
- Department for Research in Learning and Education Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, Nijmegen, The Netherlands
| | - Edward C T H Tan
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jolanda H Schieving
- Department of Child Neurology, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Annelies J E M Ruijs
- Department for Research in Learning and Education Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, Nijmegen, The Netherlands
| | - Nynke D Scherpbier
- Department of General Practice and Elderly Care Medicine, University Medical Center Groningen, Groningen, The Netherlands
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16
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Zeien J, Hanna J, Yee S, De Castro A, Puracan J, Ervin B, Kang P, Harrell S, Hartmark-Hill J. Education without walls: Using a street medicine program to provide real-world interprofessional learning. J Interprof Care 2023; 37:91-99. [PMID: 35015588 DOI: 10.1080/13561820.2021.2016663] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Interprofessional education (IPE) is a core component of the curricula for many healthcare and social work training programs and has been shown to increase student self-efficacy, communication skills, and attitudes toward other professions. Street medicine programs expand options for teaching interprofessional, team-based care of vulnerable populations, such as those experiencing homelessness. Street Medicine Phoenix is an interprofessional team of health professions students and faculty that provides outreach to Phoenix's homeless population. This study demonstrates the impact of volunteering in our street medicine program on the perceived development of interprofessional skills and behaviors. Volunteer teams, with representatives from medicine, nursing, social work, physical therapy, occupational therapy, public health, and undergraduate studies, completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) before and after semester-long, monthly outreach events. Results demonstrate statistically significant improvements in overall ICCAS scores for all volunteers, but there was no relationship between number of shifts completed and ICCAS score improvement. Based on these findings, street medicine programs could be considered as an option for providing interprofessional learning to students in healthcare and social work degree programs. Street medicine outreach can supplement didactic and simulation skill-building activities in the IPE curricula with point of care, real-world experiential learning.
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Affiliation(s)
- Justin Zeien
- Anesthesiology, Walter Reed National Military Medical Center, Bethesda, MD, USA
| | - Jeffery Hanna
- Public Health, The University of Arizona Mel & Enid Zuckerman College of Public Health, Phoenix, AR, USA
| | - Sara Yee
- Family, Community and Preventive Medicine, The University of Arizona College of Medicine - Phoenix, Phoenix, AR, USA
| | - Abel De Castro
- Family, Community and Preventive Medicine, The University of Arizona College of Medicine - Phoenix, Phoenix, AR, USA
| | - Jasper Puracan
- Psychiatry, Banner - University Medical Center Phoenix, Phoenix, AZ, USA
| | - Bonnie Ervin
- Social Work, Arizona State University Watts College of Public Service and Community Solutions, Phoenix, AR, USA
| | - Paul Kang
- Public Health, The University of Arizona Mel & Enid Zuckerman College of Public Health, Phoenix, AR, USA
| | - Susan Harrell
- Doctor of Nursing Practice, Arizona State University Edson College of Nursing and Health Innovation, Phoenix, AR, USA
| | - Jennifer Hartmark-Hill
- Family, Community and Preventive Medicine, The University of Arizona College of Medicine - Phoenix, Phoenix, AR, USA
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17
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Hsiao CY, Wu JC, Lin PC, Yang PY, Liao F, Guo SL, Hou WH. Effectiveness of interprofessional shared decision-making training: A mixed-method study. PATIENT EDUCATION AND COUNSELING 2022; 105:3287-3297. [PMID: 35927112 DOI: 10.1016/j.pec.2022.07.010] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 07/04/2022] [Accepted: 07/15/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE This study evaluated the learning effects and examined the participants' perceptions of an interprofessional shared decision-making (IP-SDM) training program. METHODS This mixed-method study used a quasi-experimental pretest-posttest design in the quantitative phase and semi-structured interviews in the qualitative phase. The 6-week curriculum design, based on Kolb's experiential learning cycle, consisted of two simulated objective structured clinical examinations with standardized patients and blended teaching methods through various course modules. RESULTS A total of 39 multidisciplinary healthcare personnel completed the 6-week training program, and 32 of them participated in qualitative interviews. The IP-SDM training program effectively improved the SDM process competency of the participants from the perspectives of the participants, standardized patients, and clinical teachers. The interviews illustrated how the curriculum design enhanced learning; the effectiveness results indicated improvements in learners' attitude, knowledge, skills, and teamwork. CONCLUSION This IP-SDM training program improved multidisciplinary healthcare personnel's competency, self-efficacy, and intention to engage in IP-SDM. PRACTICE IMPLICATIONS Applying Kolb's experiential learning cycle and blended teaching methods to develop and implement the IP-SDM training program can improve multidisciplinary healthcare personnel's knowledge, attitude, skills, and teamwork in IP-SDM.
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Affiliation(s)
- Chih-Yin Hsiao
- School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, Taipei, Taiwan
| | - Jeng-Cheng Wu
- Department of Urology, Taipei Medical University Hospital, Taipei, Taiwan; Department of Education, Taipei Medical University Hospital, Taipei, Taiwan; Department of Urology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan; TMU Research Center of Urology and Kidney, Taipei Medical University, Taipei, Taiwan; Department of Health Promotion and Health Education, College of Education, National Taiwan Normal University, Taipei, Taiwan
| | - Pi-Chu Lin
- School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, Taipei, Taiwan; Department of Nursing & Graduate Institute of Nursing, Asia University, Taichung, Taiwan; Department of Nursing, Meiho University, Pingtung, Taiwan
| | - Pang-Yuan Yang
- School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, Taipei, Taiwan
| | - Faith Liao
- Department of Education, Taipei Medical University Hospital, Taipei, Taiwan; Graduate Institute of Humanities in Medicine, College of Humanities and Social Sciences, Taipei Medical University, Taipei, Taiwan; Department of Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan; School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan
| | - Shu-Liu Guo
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Department of Nursing, Taipei Medical University Hospital, Taipei, Taiwan
| | - Wen-Hsuan Hou
- School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, Taipei, Taiwan; Department of Education, Taipei Medical University Hospital, Taipei, Taiwan; Department of Physical Medicine and Rehabilitation & Geriatrics and Gerontology, Taipei Medical University Hospital, Taipei, Taiwan; College of Medicine, National Cheng Kung University, Tainan, Taiwan.
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18
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Corrêa CPS, Lucchetti ALG, da Silva Ezequiel O, Lucchetti G. Short and medium-term effects of different teaching strategies for interprofessional education in health professional students: A randomized controlled trial. NURSE EDUCATION TODAY 2022; 117:105496. [PMID: 35914346 DOI: 10.1016/j.nedt.2022.105496] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Revised: 06/27/2022] [Accepted: 07/20/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is recognized as important for teaching in healthcare. However, few studies comparing active versus traditional strategies for this teaching approach have been conducted. OBJECTIVES This study aims to compare the use of different educational strategies (i.e. active learning versus formal lectures) for teaching interprofessional geriatric competencies in health professional students from different healthcare courses. DESIGN Randomized controlled trial. SETTINGS Public university. PARTICIPANTS Health professional students (nursing, physiotherapy, medicine, nutrition and psychology courses). METHODS Different theoretical educational strategies (active learning in intervention group versus formal lectures in control group) were associated with case-based group discussions. The RIPLS (Readiness for Interprofessional Learning Scale), IEPS (Interdisciplinary Education Perception Scale) and TSS (Team Skills Scale) instruments were applied at 3 timepoints: on first day of class, on last day of class and at 6 months post-intervention. RESULTS Of 151 eligible students, 99 concluded all stages of the study and were subsequently included in the analysis. A significant increase in scores on the RIPLS, IEPS and TSS was measured on the last day of class and this performance gain persisted after 6 months for both strategies. However, no significant performance difference between the two strategies was found. Similarly, although student satisfaction was very good, no difference in ratings between the strategies was evident. CONCLUSIONS The results of this project, besides developing and fostering important discussion on IPE, can add to the literature and aid researchers in IPE by furthering knowledge on how different teaching strategies can impact future health professionals.
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Affiliation(s)
- Cyntia Pace Schmitz Corrêa
- Department of Medical Education, School of Medicine, Federal University of Juiz de Fora, Brazil; School of Physical Therapy, Federal University of Juiz de Fora, Brazil
| | | | | | - Giancarlo Lucchetti
- Department of Medical Education and Division of Geriatrics, School of Medicine, Federal University of Juiz de Fora, Brazil.
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19
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Chua WL, Ooi SL, Chan GWH, Lau TC, Liaw SY. The Effect of a Sepsis Interprofessional Education Using Virtual Patient Telesimulation on Sepsis Team Care in Clinical Practice: Mixed Methods Study. J Med Internet Res 2022; 24:e35058. [PMID: 35436237 PMCID: PMC9062715 DOI: 10.2196/35058] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Revised: 01/21/2022] [Accepted: 02/22/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Improving interprofessional communication and collaboration is necessary to facilitate the early identification and treatment of patients with sepsis. Preparing undergraduate medical and nursing students for the knowledge and skills required to assess, escalate, and manage patients with sepsis is crucial for their entry into clinical practice. However, the COVID-19 pandemic and social distancing measures have created the need for interactive distance learning to support collaborative learning. OBJECTIVE This study aimed to evaluate the effect of sepsis interprofessional education on medical and nursing students' sepsis knowledge, team communication skills, and skill use in clinical practice. METHODS A mixed methods design using a 1-group pretest-posttest design and focus group discussions was used. This study involved 415 undergraduate medical and nursing students from a university in Singapore. After a baseline evaluation of the participants' sepsis knowledge and team communication skills, they underwent didactic e-learning followed by virtual telesimulation on early recognition and management of sepsis and team communication strategies. The participants' sepsis knowledge and team communication skills were evaluated immediately and 2 months after the telesimulation. In total, 4 focus group discussions were conducted using a purposive sample of 18 medical and nursing students to explore their transfer of learning to clinical practice. RESULTS Compared with the baseline scores, both the medical and nursing students demonstrated a significant improvement in sepsis knowledge (P<.001) and team communication skills (P<.001) in immediate posttest scores. At the 2-month follow-up, the nursing students continued to have statistically significantly higher sepsis knowledge (P<.001) and communication scores (P<.001) than the pretest scores, whereas the medical students had no significant changes in test scores between the 2-month follow-up and pretest time points (P=.99). A total of three themes emerged from the qualitative findings: greater understanding of each other's roles, application of mental models in clinical practice, and theory-practice gaps. The sepsis interprofessional education-particularly the use of virtual telesimulation-fostered participants' understanding and appreciation of each other's interprofessional roles when caring for patients with sepsis. Despite noting some incongruities with the real-world clinical practice and not encountering many sepsis scenarios in clinical settings, participants shared the application of mental models using interprofessional communication strategies and the patient assessment framework in their daily clinical practice. CONCLUSIONS Although the study did not show long-term knowledge retention, the use of virtual telesimulation played a critical role in facilitating the application of mental models for learning transfer and therefore could serve as a promising education modality for sepsis training. For a greater clinical effect, future studies could complement virtual telesimulation with a mannequin-based simulation and provide more evidence on the long-term retention of sepsis knowledge and clinical skills performance.
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Affiliation(s)
- Wei Ling Chua
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Sim Leng Ooi
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Gene Wai Han Chan
- Emergency Medicine Department, National University Hospital, National University Health System, Singapore, Singapore, Singapore.,Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Tang Ching Lau
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.,Division of Rheumatology, Department of Medicine, National University Health System, Singapore, Singapore, Singapore
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
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20
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Becker V, Jedlicska N, Scheide L, Nest A, Kratzer S, Hinzmann D, Wijnen-Meijer M, Berberat PO, Haseneder R. Changes in medical students´ and anesthesia technician trainees´ attitudes towards interprofessionality - experience from an interprofessional simulation-based course. BMC MEDICAL EDUCATION 2022; 22:273. [PMID: 35418136 PMCID: PMC9006475 DOI: 10.1186/s12909-022-03350-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 04/07/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Interprofessional simulation based education (IPSBE) programs positively impact participants' attitudes towards interprofessional collaboration and learning. However, the extent to which students in different health professions benefit and the underlying reasons for this are subject of ongoing debate. METHODS We developed a 14-h IPSBE course with scenarios of critical incidents or emergency cases. Participants were final year medical students (FYMS) and final year anesthesia technician trainees (FYATT). To assess attitudes towards interprofessionalism, the University of the West of England Interprofessional Questionnaire was administrated before and after the course. Using focus group illustration maps, qualitative data were obtained from a subcohort of the participants (n = 15). RESULTS After the course, self-assessment of communication and teamwork skills, attitudes towards interprofessional interactions and relationships showed comparative improvement in both professions. Attitudes towards interprofessional learning improved only in FYMS. Qualitative data revealed teamwork, communication, hierarchy and the perception of one's own and other health profession as main topics that might underlie the changes in participants' attitudes. An important factor was that participants got to know each other during the course and understood each other's tasks. CONCLUSIONS Since adequate communication and teamwork skills and positive attitudes towards interprofessionality account to effective interprofessional collaboration, our data support intensifying IPSBE in undergraduate health care education.
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Affiliation(s)
- Veronika Becker
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Nana Jedlicska
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Laura Scheide
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Alexandra Nest
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Stephan Kratzer
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, Department of Anaesthesiology and Intensive Care, Munich, Germany
| | - Dominik Hinzmann
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, Department of Anaesthesiology and Intensive Care, Munich, Germany
| | - Marjo Wijnen-Meijer
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Pascal O Berberat
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany
| | - Rainer Haseneder
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, TUM Medical Education Center, Munich, Germany.
- Technical University of Munich, TUM School of Medicine, Klinikum rechts der Isar, Department of Anaesthesiology and Intensive Care, Munich, Germany.
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21
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Patient Deterioration on General Care Units: A Concept Analysis. ANS Adv Nurs Sci 2022; 45:E56-E68. [PMID: 34879020 DOI: 10.1097/ans.0000000000000396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Patient deterioration is a phenomenon that occurs from the inability to recognize it or respond to a change in condition. Despite the published reports on recognizing a deteriorating patient on general care floors, a gap remains in the ability of nurses to describe the concept, affecting patient outcomes. Walker and Avant's approach was applied to analyze patient deterioration. The aim of this article was to explore and clarify the meaning of patient deterioration and identify attributes, antecedents, and consequences. The defining attributes were compared to early warning scores. An operational definition was developed and its value to nurses established.
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22
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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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Liaw SY, Ooi SL, Mildon R, Ang ENK, Lau TC, Chua WL. Translation of an evidence-based virtual reality simulation-based interprofessional education into health education curriculums: An implementation science method. NURSE EDUCATION TODAY 2022; 110:105262. [PMID: 35063778 DOI: 10.1016/j.nedt.2021.105262] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/14/2021] [Accepted: 12/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND The development of interprofessional competencies through an evidence-based program is paramount to nurture a collaborative practice-ready workforce for patient-centered care and safety. AIMS To describe an implementation science approach for translation of an evidence-based virtual reality simulation-based interprofessional education (VR-Sim-IPE) program into medical and nursing curriculums, and to evaluate the implementation outcomes. METHODS Implementation strategies from the "Expert Recommendations for Implementing Change" were used to support implementation of the VR-Sim-IPE program. This included recruiting and training 28 practicing clinicians as facilitators to deliver the program to 599 medical and nursing students. Proctor's conceptual framework for implementation outcomes was applied with multiple data collection methods to evaluate the VR-Sim-IPE program. An online survey was administered to measure the levels of acceptability, appropriateness, feasibility, and adoption. Forty-four sessions of structured observations were carried out to examine the facilitators' implementation fidelity. Individual interviews were conducted with 15 facilitators to identify the facilitators and barriers to the program implementation. An implementation cost analysis was also conducted. RESULTS Both facilitators and students had positive perceptions of the acceptability, adoption, appropriateness, and feasibility of the VR-Sim-IPE program. Facilitators were observed to implement the program with high fidelity, including program adherence, dosage, quality of delivery, and student responsiveness. While opportunities to contribute and learn, as well as receiving training and support, were identified as facilitators to implementation, the lack of familiarity with the virtual environment, varying levels of student participation, and facilitating interprofessional groups were reported barriers. The implementation costs amounted to USD45,648.50. CONCLUSION The evaluation of implementation outcomes identifies strategies for future implementation that could potentially enhance program acceptance, reduce implementation cost, improve penetration, and achieve program sustainability. These include increasing facilitation group size, preparing students to be active participants, and incorporating interprofessional facilitation skills in facilitators' training.
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Affiliation(s)
- Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sim Leng Ooi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Robyn Mildon
- Centre for Evidence and Implementation, University of Melbourne, Australia.
| | - Emily Neo Kim Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Tang Ching Lau
- National University Hospital, Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wei Ling Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Jang H, Lee M, Lee NJ. Communication education regarding patient safety for registered nurses in acute hospital settings: a scoping review protocol. BMJ Open 2022; 12:e053217. [PMID: 35105581 PMCID: PMC8808417 DOI: 10.1136/bmjopen-2021-053217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Accepted: 12/22/2021] [Indexed: 11/18/2022] Open
Abstract
INTRODUCTION The importance of correct and timely communication continues to be emphasised in the area of patient safety. Nurses play a key role in communicating with a variety of healthcare personnel to deliver safe care for patients. Many attempts have been made to improve nursing professionals' communication competencies regarding patient safety. However, the scope, method and effectiveness of communication education regarding patient safety for registered nurses have not been sufficiently reviewed. In order to understand the overall status of this field, a scoping review with a systematic framework is necessary. The objective of this study is to map the extent, range and nature of literature on communication education regarding patient safety for registered nurses in acute hospital settings and identify gaps to guide future research, policy and practice. METHODS AND ANALYSIS This study will be conducted in accordance with the methodology for scoping reviews developed by Arksey and O'Malley. To strengthen its rigour, the scoping review will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. The overall review process will involve an independent review by two reviewers to select and analyse literature. The databases to be explored are MEDLINE (Ovid), Embase, Education Resources Information Center (ERIC), the Cumulative Index to Nursing and Allied Health Literature (CINAHL) and the Korean Medical Database (KMBASE). In addition, we will endeavour to include the grey literature through manual searches on patient safety-related websites. This review will target literature on communication programmes for patient safety provided to registered nurses in acute hospital settings and will include peer-reviewed literature in English and Korean since 2000, when research in the field of patient safety started to increase rapidly. ETHICS AND DISSEMINATION Since this study is a review of previous studies, no ethics approval is required. The findings of the study will be disseminated in a peer-reviewed journal for publication.
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Affiliation(s)
- Haena Jang
- College of Nursing, Dong-A University, Busan, Republic of Korea
| | - Miseon Lee
- College of Nursing, Seoul National University, Seoul, Republic of Korea
| | - Nam-Ju Lee
- Research Institute of Nursing Science, Seoul National University, Seoul, Republic of Korea
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Joshi T, Budhathoki P, Adhikari A, Poudel A, Raut S, Shrestha DB. Team-Based Learning Among Health Care Professionals: A Systematic Review. Cureus 2022; 14:e21252. [PMID: 35178311 PMCID: PMC8842312 DOI: 10.7759/cureus.21252] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 01/14/2022] [Indexed: 12/22/2022] Open
Abstract
Introduced in the 1970s to meet the academic needs of a growing number of students with relatively stagnant faculty, team-based learning (TBL) has revolutionized the modern classroom structure. Contrary to the traditional didactic model where the teacher assumes the central role and students are passive listeners, TBL participants are actively involved in the learning process. Teachers act as facilitators while the TBL participants work in groups to solve problems through engagement with their peers. The objective of the article is to conduct a systematic review on team-based learning using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. The studies were searched in databases like PubMed®, Scopus®, Embase®, and PubMed Central® using appropriate keywords. Two authors screened the papers, and a third author resolved the conflicts. This was followed by a bibliographic review based on the references of the selected study and bias assessment using the Joanna Briggs Institute (JBI) critical appraisal tool. The team-based learning model is increasingly being used by different institutions globally. TBL and traditional lecture-based teaching outcomes revealed that TBL participants performed better in academic, clinical, and communication domains. In addition, TBL enhanced learners' engagement, collaborative spirit, and satisfaction. Our study results are similar to the prior meta-analysis and systematic review. Nevertheless, this systematic review remains more comprehensive, up-to-date, and inclusive thus far. Team-based learning is a pragmatic and superior approach to learning among health care professionals. It has resulted in better academic, clinical, and communication outcomes. This finding spans all the medical and allied professions studied in this systematic review.
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Cortés-Rodríguez AE, Roman P, López-Rodríguez MM, Fernández-Medina IM, Fernández-Sola C, Hernández-Padilla JM. Role-Play versus Standardised Patient Simulation for Teaching Interprofessional Communication in Care of the Elderly for Nursing Students. Healthcare (Basel) 2021; 10:healthcare10010046. [PMID: 35052210 PMCID: PMC8775804 DOI: 10.3390/healthcare10010046] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 12/17/2021] [Accepted: 12/23/2021] [Indexed: 01/08/2023] Open
Abstract
This study aims to describe and compare the effects of standardised patient simulation and role-play in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students. In this controlled clustered randomised trial, 121 nursing students attended a workshop on interprofessional communication in elderly care using role-play or standardised patient simulation. The study was conducted between September 2017 and February 2018. Participants’ knowledge, self-efficacy and communication skills were assessed using a simulated scenario at pre-test, post-test and 6-week follow-up points. Between-subject and within-subject differences were measured using counts and proportions of participants who achieved competence. Regardless of the strategy applied, a significant improvement in knowledge, skills, self-efficacy and overall interprofessional communication competence was found between pre-test and post-test. Moreover, there were significant differences between pre-test and follow-up for all the studied variables, but no differences were found between post-test and follow-up. Lastly, when comparing the success rates of both strategies, no significant differences were observed (p > 0.05). In conclusion, standardised patient simulation and role-play have been shown to promote an improvement on knowledge, self-efficacy and interprofessional communication skills in nursing students, although it is not possible to state which strategy is the most adequate for teaching this competency.
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Affiliation(s)
- Alda Elena Cortés-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
| | - Pablo Roman
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
- Correspondence: ; Tel.: +34-950214563
| | - María Mar López-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
| | - Isabel María Fernández-Medina
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Health Sciences Research Centre, University of Almería, 04120 Almería, Spain
| | - Cayetano Fernández-Sola
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Faculty of Health Sciences, Universidad Autónoma de Chile, Temuco 4810101, Chile
| | - José Manuel Hernández-Padilla
- Department of Nursing, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain; (A.E.C.-R.); (M.M.L.-R.); (I.M.F.-M.); (C.F.-S.); (J.M.H.-P.)
- Adult, Child and Midwifery Department, School of Health and Education, Middlesex University, The Burroughs, London NW4 4BT, UK
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Menon V, Bhoja R, Reisch J, Kosemund M, Hogg D, Ambardekar A. Acquisition of Teamwork and Communication Skills Using High-Technology Simulation for Preclerkship Medical Students. Simul Healthc 2021; 16:e181-e187. [PMID: 33370082 DOI: 10.1097/sih.0000000000000539] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION Teamwork failures are a major source of preventable error in medicine. Acquisition of skills early in training seems beneficial for impacting system-level change. Simulation-based curricula provide a psychologically safe and formative environment to learn and practice team skills. This project aims to assess teamwork and communication skill acquisition in preclerkship medical students during a longitudinal simulation-based curriculum. METHODS This is a prospective, observational study of medical students participating in a high-technology simulation curriculum on team principles. Students, in groups of 5 to 7, participated in 6 mannequin-based simulation sessions over 10 months coordinated with an organ system-based preclerkship course. Each scenario was executed by a simulation technologist and guided by a simulation educator who functioned as a bedside nurse and led a postsimulation debrief. Likert-based, self- and global assessments completed by students and facilitators, respectively, were used to evaluate the teams. Descriptive statistics and Mann-Whitney U test were used to analyze data using a P value of less than 0.05 for statistical significance and a null hypothesis stating that there would be no change in behavior. The primary outcome measure was improvement in the teamwork and communication domains of both assessments. RESULTS Students (N = 231) were divided into the same 32 groups during every session. At the end of every session, each student completed a self-assessment and each educator completed the team's global assessment for teamwork. Median scores for teamwork and communication domains increased between the first and sixth sessions on both assessments. Mann-Whitney U analysis of self-assessment scores showed Z values between -5.30 and -8.83 and P values of less than 0.00001. Mann-Whitney U analysis of global assessment scores showed Z values ranging from -3.43 to -5.24 and P values between 0.0031 and less than 0.00001. CONCLUSIONS There was meaningful improvement in scores in the domains of teamwork and communication over the 10-month, simulation-based curriculum designed to teach and hone teamwork skills.
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Affiliation(s)
- Vidya Menon
- From the Department of Pediatrics, Emory University School of Medicine (V.M.); Department of Anesthesiology and Pain Management (R.B., A.A.), University of Texas Southwestern Medical Center; Department of Population and Data Sciences (J.R.); Ford Audio Video, LLC (M.K.), Irving; and Simulation Center (D.H.), University of Texas Southwestern Medical School, Dallas, TX
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Joshi T, Budhathoki P, Adhikari A, Poudel A, Raut S, Shrestha DB. Improving Medical Education: A Narrative Review. Cureus 2021; 13:e18773. [PMID: 34804650 PMCID: PMC8592289 DOI: 10.7759/cureus.18773] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/12/2021] [Indexed: 12/05/2022] Open
Abstract
With the advancement in basic and clinical sciences, medical education is also constantly evolving. The Accreditation Council for Graduate Medical Education (ACGME) has endorsed six core competencies to improve teaching and learning. This narrative review was conducted after searching the article databases (PubMed, PubMed Central, Embase, and Scopus) about the core competencies such as medical knowledge (problem-based learning), interpersonal communication, patient care, professionalism, practice-based learning and improvement, and system-based care endorsed by ACGME. We included randomized and quasi-experimental trials, cohorts, and case-control studies in this narrative review. In a problem-based learning modality, a real-life scenario is allocated to a group of students. Studies have shown that it is more effectively demonstrated by a better post-test score, improved concentration, and application of knowledge. Interpersonal communication skills promote collaboration with interdisciplinary teams, work quality, and patient adherence to treatment. Professionalism is a human attribute that creates a pleasant work environment and is an essential trait that improves patients' adherence to treatment. In system-based care, patients are benefitted through a well-structured plan of care. Finally, in practice-based learning, medical trainees learn to systematically evaluate the pattern of care and practice the best modality to improve the overall patient care and physician satisfaction. These core competencies need to be incorporated into all levels of medical training.
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Affiliation(s)
- Tilak Joshi
- Department of Internal Medicine, Mount Sinai Hospital, Chicago, USA
| | | | - Anurag Adhikari
- Intensive Care Unit, Nepal Korea Friendship Municipality Hospital, Madhyapur Thimi, NPL
| | - Ayusha Poudel
- Department of Emergency Medicine, Alka Hospital Pvt. Ltd., Kathmandu, NPL
| | - Sumit Raut
- Department of Internal Medicine, Kathmandu Medical College, Kathmandu, NPL
| | - Dhan B Shrestha
- Department of Internal Medicine, Mount Sinai Hospital, Chicago, USA
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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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Liaw SY, Choo T, Wu LT, Lim WS, Choo H, Lim SM, Ringsted C, Wong LF, Ooi SL, Lau TC. Wow, woo, win"- Healthcare students' and facilitators' experiences of interprofessional simulation in three-dimensional virtual world: A qualitative evaluation study. NURSE EDUCATION TODAY 2021; 105:105018. [PMID: 34175564 DOI: 10.1016/j.nedt.2021.105018] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2021] [Revised: 05/19/2021] [Accepted: 06/09/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In an age disrupted by COVID-19 pandemic, three-dimensional virtual world (3DVW) offers an opportunity for healthcare students from different higher education institutions to participate in interprofessional education. Despite its growing evidence, there is a need to unravel the complex learning process in order to ensure high quality of interprofessional education delivery. AIM This study aimed to explore the experiences of healthcare students and facilitators on the use of 3DVW for interprofessional team-based virtual simulation. METHODS Interprofessional teams, each comprising six different healthcare students (Medicine, Nursing, Pharmacy, Physiotherapy, Occupational Therapy, and Medical Social Work) and two clinicians who acted as facilitators, logged into the 3DVW from their own remote locations to participate in team-based care delivery that included an interprofessional bedside round and a family conference. A qualitative descriptive study was conducted on a purposive sample of 30 healthcare students and 12 facilitators using focus group discussions and individual interviews. RESULTS Four themes emerged from their experiences: the "wow experience", authentic experience on collaborative care, ease of learning, and preeminent role of the facilitator. The simulation provided the "wow" experiences through contextual, collaborative and experiential learning approaches. Despite technical challenges, the participants were wooed by the comforts of learning from home and the psychological safety in virtual environment. The facilitators played a critical role in optimizing learning engagement to win learners over. CONCLUSION Our study explicates how attention to the "wow, woo and win" trilateral factors can transform the interprofessional learning experiences offered by 3DVW simulation. Future developments in the use of this learning technology should include developing the clinicians' facilitation skills and the provision of technical support to make this 3DVW a success calls in winning students' learning engagement.
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Affiliation(s)
- Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11 10 Medical Drive, Singapore 117597, Singapore.
| | - Tingwei Choo
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11 10 Medical Drive, Singapore 117597, Singapore
| | - Ling Ting Wu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11 10 Medical Drive, Singapore 117597, Singapore
| | - Wee Shiong Lim
- Yong Loo Lin School Medicine, National University of Singapore, NUHS Tower Block, Level 11, 1E Kent Ridge Road, Singapore 119228, Singapore; Institute of Geriatrics and Active Aging, Tan Tock Seng Hospital, 7 Jalan Tan Tock Seng, Singapore 308440, Singapore
| | - Hyekyung Choo
- Arts and Social Sciences, National University of Singapore, Block AS3, Level 4, 3 Arts Link, Singapore 117570, Singapore
| | - Sok Mui Lim
- Health and Social Sciences, Singapore Institute of Technology, 10 Dover Drive, Singapore 138683, Singapore
| | - Charlotte Ringsted
- Faculty of Health, Aarhus University, Vennelyst Boulevard 4, Aarhus, Denmark
| | - Lai Fun Wong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11 10 Medical Drive, Singapore 117597, Singapore
| | - Sim Leng Ooi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11 10 Medical Drive, Singapore 117597, Singapore
| | - Tang Ching Lau
- Yong Loo Lin School Medicine, National University of Singapore, NUHS Tower Block, Level 11, 1E Kent Ridge Road, Singapore 119228, Singapore
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Hoyos MC, Velásquez Palacio SM. Educación interprofesional y seguridad del paciente: una revisión sistemática. INVESTIGACIÓN EN ENFERMERÍA: IMAGEN Y DESARROLLO 2021. [DOI: 10.11144/javeriana.ie23.eisp] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Introducción: la educación interprofesional (EIP) se dene como una iniciativa educativa, formativa o docente que involucra a más de una profesión en el aprendizaje conjunto e interactivo. La formación del recurso humano en salud tiene como desafío plantear soluciones a la escasez de personal sanitario en el mundo y formar profesionales que tengan un desempeño óptimo. Objetivo: caracterizar las publicaciones relacionadas con la implementación de modelos en educación interprofesional y el impacto generado en algunos aspectos relacionados con la seguridad del paciente. Método: se realizó una revisión sistemática de la literatura cientíca en Pubmed, Science Direct, Scielo, LILACS y Google Scholar con siete estrategias de búsqueda garantizando la exhaustividad y reproducibilidad en las fases de la guía PRISMA. Resultados: se incluyeron n = 33 estudios de los cuales n = 19 (57,5%) fueron aplicados en el contexto hospitalario, n = 14 (42,4%) utilizaron metodologías cuasiexperimentales, de estos n = 4 estudios miden desenlaces directos relacionados con la seguridad del paciente, y en los otros n = 29 (87,8%) se encontró una mejora en la comunicación, percepción y conocimiento en los equipos de trabajo. Conclusión: el aprendizaje interprofesional mejora la comunicación y la interacción entre los profesionales de salud. No obstante, es difícil generalizar los resultados debido a la diversidad de metodologías de interacción interprofesional aplicadas en los estudios.
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Musa D, Gonzalez L, Penney H, Daher S. Interactive Video Simulation for Remote Healthcare Learning. Front Surg 2021; 8:713119. [PMID: 34447784 PMCID: PMC8384032 DOI: 10.3389/fsurg.2021.713119] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 07/05/2021] [Indexed: 12/03/2022] Open
Abstract
Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.
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Affiliation(s)
- Dahlia Musa
- New Jersey Institute of Technology, Department of Informatics, Newark, NJ, United States
| | - Laura Gonzalez
- College of Nursing, University of Central Florida, Orlando, FL, United States
| | - Heidi Penney
- College of Nursing, University of Central Florida, Orlando, FL, United States
| | - Salam Daher
- New Jersey Institute of Technology, Department of Informatics, Newark, NJ, United States
- College of Nursing, University of Central Florida, Orlando, FL, United States
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DelNero T, Vyas D. Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication. PHARMACY (BASEL, SWITZERLAND) 2021; 9:pharmacy9020111. [PMID: 34203669 PMCID: PMC8293321 DOI: 10.3390/pharmacy9020111] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 06/07/2021] [Accepted: 06/08/2021] [Indexed: 11/16/2022]
Abstract
Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that "they learned something new regarding therapeutic management" from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.
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Affiliation(s)
- Tracey DelNero
- School of Health Sciences, University of the Pacific, 3200 Fifth Ave., Sacramento, CA 95817, USA;
| | - Deepti Vyas
- School of Pharmacy, University of the Pacific, 3601 Pacific Ave., Stockton, CA 95211, USA
- Correspondence: ; Tel.: +1-765-490-7698
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An integrative review of simulation, senior practicum and readiness for practice. Nurse Educ Pract 2021; 55:103087. [PMID: 34330055 DOI: 10.1016/j.nepr.2021.103087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 05/03/2021] [Accepted: 05/12/2021] [Indexed: 11/22/2022]
Abstract
Readiness for practice (RFP) is essential as new nurses will practice in a nursing shortage climate, with high acuity patients and complex technology. Nurse educators are challenged to foster readiness for practice. AIM The aim of this integrative review was to explore the impact of simulation and senior practicum on graduating senior nursing students' readiness for practice. BACKGROUND Readiness for practice has been a point of concern for healthcare for quite some time. This has led to a need for better understanding for what RFP means including their perceptions of various stakeholders. Further, it is important to address what teaching and learning strategies can be implemented to assist in ensuring the graduating senior nursing student is ready for practice on graduation and for their first professional practice. Readiness for practice is defined as the ability to safely and competently care for patients by synthesizing theory, skills, attitudes and values in applying clinical reasoning in practice settings. METHOD An integrative review identified 48 published papers on simulation and senior practicum that met the inclusion criteria. RESULTS Themes identified from the senior practicum/preceptor literature included clinical reasoning, skills, barriers to the senior practicum and transition. Themes identified regarding simulation as a strategy included preparation, competence development, clinical reasoning and the number of human patient simulators used. CONCLUSION Although the evidence is not conclusive, simulation and senior practicums have the promise of preparing graduating nursing students for their first professional practice. However, nurse educators must ensure simulations are well-organized with clear objectives and that preceptors are supported in teaching and assessing students.
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Shaw LK, Kiegaldie D, Jones C, Morris ME. Improving hospital falls screening and mitigation using a health professional education framework. NURSE EDUCATION TODAY 2021; 98:104695. [PMID: 33517181 DOI: 10.1016/j.nedt.2020.104695] [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: 09/11/2020] [Revised: 10/13/2020] [Accepted: 11/30/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Although health professional education has the potential to mitigate hospital falls risk, the best methods to develop, deliver and evaluate health professional education remain unclear. This study applied evidence-based approaches to education design to improve falls risk mitigation. DESIGN Mixed methods using questionnaires to evaluate health professionals knowledge of evidence-based falls risk assessment and mitigation, followed by semi-structured interviews with individual health professionals. SETTING Five large Australian hospitals. PARTICIPANTS For each hospital, 10 clinical leaders from nursing and allied health professions were invited to participate in falls workshops. METHODS 46 participants received a three-hour education program on the latest evidence in hospital falls risk assessment and how to implement evidence-based falls screening and management. This was based on the "4P" education model (Presage, Planning, Process and Product). They were taught practical skills to enable them to educate other health professionals. RESULTS The education workshop significantly changed participants' views about best practice guidelines for falls screening and prevention. Participants felt more confident in assessing falls risk and judging and implementing the best mitigation strategies. They were prepared and motivated to educate others about falls prevention and satisfied with the skills gained. CONCLUSIONS A high-quality education program grounded in a rigorous quality framework improved health professionals knowledge regarding evidence-based falls prevention. Use of evidence-based rationales for behaviour change promotes effective learning.
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Affiliation(s)
- Louise K Shaw
- Faculty of Health Science, Youth and Community Studies, Holmesglen Institute, 488 South Road, Moorabbin, Vic 3189, Australia.
| | - Debra Kiegaldie
- Faculty of Health Science, Youth and Community Studies, Holmesglen Institute, 488 South Road, Moorabbin, Vic 3189; Monash University, Australia; Healthscope ARCH, Victorian Rehabilitation Centre, Glen Waverley 3150, Australia.
| | - Cathy Jones
- Healthscope, Level 1, 312 St Kilda Rd, Melbourne, 3004, Australia.
| | - Meg E Morris
- School of Allied Health, La Trobe Centre for Sport and Exercises Medicine Research, La Trobe University, Victoria 3086, Australia; Healthscope ARCH, Victorian Rehabilitation Centre, Glen Waverley 3150, Australia.
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Faulkner N, Wright B, Lennox A, Bismark M, Boag J, Boffa S, Waxman B, Watson-Kruse J, Paine G, Bragge P. Simulation-based training for increasing health service board members' effectiveness: a cluster randomised controlled trial. BMJ Open 2020; 10:e034994. [PMID: 33318104 PMCID: PMC7737029 DOI: 10.1136/bmjopen-2019-034994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVES There is a paucity of research on how to improve the functioning of health service boards, despite their importance in influencing patient care. We examined the impact of simulation-based training on health service board members' perceptions of their skills in communicating during board meetings and of board meeting processes. DESIGN Prospective, cluster randomised controlled trial. SETTING Health service boards in Victoria, Australia. PARTICIPANTS Twelve boards were randomised, and pre- and post-intervention data were collected and analysed from 57 members of these boards. INTERVENTIONS Boards were randomly allocated to either a treatment condition in which they received a 2-hour simulation-based training session or to a wait list control condition. PRIMARY AND SECONDARY OUTCOME MEASURES Primary outcome variables were board members' perceptions regarding: (1) their skill and confidence in communicating during board meetings and (2) processes at their board meetings. Measures were collected in the intervention group before and 3 months post-training and compared with a wait list control group. RESULTS Skills and confidence in communicating during board meetings was higher after training (control marginal mean=5.11, intervention marginal mean=5.42, mean difference=0.31, 90% CI (-0.03 to 0.66), one-sided p=0.068, d=0.40). Board meeting processes were also improved after training (control marginal mean=4.97, intervention marginal mean=5.37, mean difference=0.40, 90% CI (0.14 to 0.65), one-sided p=0.005, d=0.54). CONCLUSIONS Simulation-based training appeared to improve board members' skills and confidence, and perceptions of board meeting processes. A larger scale trial is needed to examine possible impacts on patient outcomes. TRIAL REGISTRATION Open Science Framework: http://osf.io/jaxt6/; Pre-results.
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Affiliation(s)
- Nicholas Faulkner
- BehaviourWorks Australia, Sustainable Development Institute, Monash University, Clayton, Victoria, Australia
| | - Breanna Wright
- BehaviourWorks Australia, Sustainable Development Institute, Monash University, Clayton, Victoria, Australia
| | - Alyse Lennox
- BehaviourWorks Australia, Sustainable Development Institute, Monash University, Clayton, Victoria, Australia
| | - Marie Bismark
- Melbourne School of Population and Global Health, University of Melbourne, Melbourne, Victoria, Australia
| | - Jane Boag
- Victorian Managed Insurance Authority, Melbourne, Victoria, Australia
| | - Sophie Boffa
- Safer Care Victoria, Victoria Department of Health and Human Services, Melbourne, Victoria, Australia
| | - Bruce Waxman
- Wonthaggi Hospital, Bass Coast Health, Wonthaggi, Victoria, Australia
| | | | - Geoff Paine
- BehaviourWorks Australia, Sustainable Development Institute, Monash University, Clayton, Victoria, Australia
| | - Peter Bragge
- BehaviourWorks Australia, Sustainable Development Institute, Monash University, Clayton, Victoria, Australia
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Uslu-Sahan F, Terzioglu F. Interprofessional simulation-based training in gynecologic oncology palliative care for students in the healthcare profession: A comparative randomized controlled trial. NURSE EDUCATION TODAY 2020; 95:104588. [PMID: 32980608 DOI: 10.1016/j.nedt.2020.104588] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Revised: 07/16/2020] [Accepted: 08/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Preprofessional palliative care education may be inadequate, leaving a gap in health professional students' knowledge and understanding of managing patients with gynecologic cancer and their families. Interprofessional simulation-based training may be useful in helping health professional students gain the necessary skills required for palliative care. OBJECTIVE This study aimed to determine the effectiveness of different simulation methods used for interprofessional training on gynecologic oncology palliative care knowledge, interdisciplinary education perceptions, and teamwork attitudes of health professional students and to compare these methods. DESIGN A comparative randomized controlled trial was conducted with a pre-test and two post-tests. SETTINGS This study was conducted at a university in Ankara, Turkey, in 2016-2017. PARTICIPANTS A convenience sample of 84 interprofessional students (nursing, medical, nutrition-dietician, and social work) was used in the study. METHODS Students were stratified by their profession and randomized by four blocks into high-fidelity simulation, hybrid simulation, and a control group. Data were collected using a semi-structured questionnaire form, palliative care knowledge test, interdisciplinary education perception scale, and teamwork attitudes questionnaire. RESULTS The high-fidelity simulation and hybrid simulation groups improved their palliative care knowledge, interdisciplinary education perception, and teamwork attitudes from pre-test to first and second post-tests compared to the control group. CONCLUSION The introduction of high-fidelity simulation and hybrid simulation or hybrid simulation-based interprofessional training in undergraduate education can increase students' palliative care knowledge, interdisciplinary education perception, and teamwork attitudes. Training programs that are used together with high-fidelity simulation and hybrid simulation applications in interdisciplinary training should be integrated into the undergraduate curricula of future cooperating health professions.
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Affiliation(s)
- Fatma Uslu-Sahan
- Department of Obstetrics and Gynecologic Nursing, Faculty of Nursing, Hacettepe University, Ankara, Turkey.
| | - Fusun Terzioglu
- Faculty of Health Science, Atilim University, Ankara, Turkey
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Shaw L, Kiegaldie D, Farlie MK. Education interventions for health professionals on falls prevention in health care settings: a 10-year scoping review. BMC Geriatr 2020; 20:460. [PMID: 33167884 PMCID: PMC7653707 DOI: 10.1186/s12877-020-01819-x] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Accepted: 10/05/2020] [Indexed: 02/06/2023] Open
Abstract
Background Falls in hospitals are a major risk to patient safety. Health professional education has the potential to be an important aspect of falls prevention interventions. This scoping review was designed to investigate the extent of falls prevention education interventions available for health professionals, and to determine the quality of reporting. Method A five stage scoping review process was followed based on Arksey and O’Malley’s framework and refined by the Joanna Briggs Institute Methodology for JBI Scoping Reviews. Five online databases identified papers published from January 2008 until May 2019. Papers were independently screened by two reviewers, and data extracted and analysed using a quality reporting framework. Results Thirty-nine publications were included. Interventions included formal methods of educational delivery (for example, didactic lectures, video presentations), interactive learning activities, experiential learning, supported learning such as coaching, and written learning material. Few studies employed comprehensive education design principles. None used a reporting framework to plan, evaluate, and document the outcomes of educational interventions. Conclusions Although health professional education is recognised as important for falls prevention, no uniform education design principles have been utilised in research published to date, despite commonly reported program objectives. Standardised reporting of education programs has the potential to improve the quality of clinical practice and allow studies to be compared and evaluated for effectiveness across healthcare settings.
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Affiliation(s)
- L Shaw
- Faculty of Health Science, Youth and Community Studies, Holmesglen Institute, 488 South Road, Moorabbin, VIC, 3189, Australia. .,School of Allied Health, Human Services and Sport, La Trobe University, Bundoora, Victoria, 3086, Australia.
| | - D Kiegaldie
- Faculty of Health Science, Youth and Community Studies and Healthscope Hospitals, Holmesglen Institute, 488 South Road, Moorabbin, VIC, 3189, Australia.,Eastern Clinical School, Faculty of Medicine, Nursing & Health Sciences, Monash University, Melbourne, Australia
| | - M K Farlie
- Department of Physiotherapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Moorooduc Highway, Frankston, VIC, 3199, Australia
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Bos DMV. Use of problem based learning activity to improve attitudes regarding inter-professional collaborative teamwork in mental health nursing students: An evaluation study. Nurse Educ Pract 2020; 49:102908. [PMID: 33217642 DOI: 10.1016/j.nepr.2020.102908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2018] [Revised: 10/22/2020] [Accepted: 10/25/2020] [Indexed: 11/26/2022]
Abstract
Inter-professional collaboration results in improved processes, quality, cost-effectiveness, and outcomes in health care. Despite benefits of collaboration, little is known about effective nursing education approaches in collaboration. A pre-test, post-test brief longitudinal educational evaluation design was implemented utilizing a teamwork attitudes questionnaire to explore thirty-six Midwestern United States undergraduate nursing students' attitudes about collaborative care. An electronic educational module about collaborative nursing practice was used. Also, participants developed visual representations (maps) of collaborative care teams utilizing reverse case-study approach. The TAQ tool demonstrated significantly improved students' valuation of teamwork after the electronic module activity (t = 5.976, p = 0.000) and increased the identification of need for administrative support for effective teamwork (t = 33.53, 0.000). Collaborative team map drawings demonstrated that patient's frequently fail to identify themselves (75%) and social workers (70%) as part of their care team. Patients (58.3%) and students (77.8%) however, frequently identified family members as important to care. Further study should identify how nurses can fully engage and sustain involvement of family members and social workers in collaborative mental health care. Benefit in student nurses' attitudes about teamwork was found after a brief educational learning module about collaboration.
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Affiliation(s)
- Dawn M VanRuler Bos
- Department of Graduate Nursing, Winona State University, 859 30th Ave SE, Rochester, MN, 55904, USA.
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41
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Kukko P, Silén-Lipponen M, Saaranen T. Health care students' perceptions about learning of affective interpersonal communication competence in interprofessional simulations. NURSE EDUCATION TODAY 2020; 94:104565. [PMID: 32916408 DOI: 10.1016/j.nedt.2020.104565] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2019] [Revised: 06/15/2020] [Accepted: 07/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Health professionals need interpersonal communication competence (ICC) in their work with patients and other professionals. Interprofessional simulation provides health care students with an opportunity to practice communication skills in a safe and authentic environment. OBJECTIVE The purpose of this study was to describe the perceptions of health care students of interprofessional simulations in acquiring affective interpersonal communication competence (AICC). DESIGN This study was conducted using the quantitative descriptive research method. SETTINGS The data were collected from health care students participating in interprofessional simulations at a university of applied sciences in Finland using a questionnaire titled Student questionnaire on a multiprofessional simulation exercise. The health care students included nursing, physical therapy and practical nursing students. PARTICIPANTS This study was participated by 149 health care students with a response rate of 41.2%. METHODS The quantitative data were analysed using the SPSS 24.0 for Windows statistical software. Frequencies, percentages, averages, and standard deviation were used to describe the data. Two mean sum variables were formed using factor analysis from the variables describing AICC. RESULTS The students' perceptions of learning AICC (attitude, motivation, emotions) in interprofessional simulations were largely positive; for example, the simulations reduced prejudice against, and increased appreciation of, other occupational groups. Even though the interprofessional simulations were sometimes perceived as stressful, stress could also be a positive source of learning and effectively fostered personal understanding of others in a team. CONCLUSION Interprofessional simulations increased knowledge of the activities of other professional groups for students in different fields of education. This encourages them to work together after completing their education and entering the workforce. Knowledge of the simulation process and the creating a safe learning environment also promoted students' AICC.
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Affiliation(s)
- Paula Kukko
- Diaconia University of Applied Sciences, PO Box 12, 00511 Helsinki, Finland.
| | | | - Terhi Saaranen
- Department of Nursing Science, University of Eastern Finland, Finland
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Ross JG, Meakim C, Hohenleitner SG. Outcomes of TeamSTEPPS Training in Prelicensure Health Care Practitioner Programs: An Integrative Review. J Nurs Educ 2020; 59:610-616. [PMID: 33119772 DOI: 10.3928/01484834-20201020-03] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2019] [Accepted: 08/12/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Patient safety, morbidity, and mortality are directly correlated with interprofessional collaboration among health care practitioners. TeamSTEPPS offers a standardized curriculum for interprofessional teamwork training that can be incorporated into prelicensure education. This article describes the current state of the science related to the quantitative literature exploring the outcomes of TeamSTEPPS training in prelicensure health care practitioner students' education. METHOD The Whittemore's and Knafl's method guided this integrative review. The CINAHL and PubMed databases were queried and ancestral searches of the reference lists of all retrieved articles were conducted. RESULTS Nine quantitative research studies were identified for inclusion in this integrative review. CONCLUSION The available literature suggests that using TeamSTEPPS within prelicensure education supports the development of teamwork knowledge and attitudes in interdisciplinary health care practitioner students. Most of the reviewed studies focused on nursing and medical students; thus, further research is needed on allied health care practitioner students. [J Nurs Educ. 2020;59(11):610-616.].
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43
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Bok C, Ng CH, Koh JWH, Ong ZH, Ghazali HZB, Tan LHE, Ong YT, Cheong CWS, Chin AMC, Mason S, Krishna LKR. Interprofessional communication (IPC) for medical students: a scoping review. BMC MEDICAL EDUCATION 2020; 20:372. [PMID: 33081781 PMCID: PMC7574565 DOI: 10.1186/s12909-020-02296-x] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2019] [Accepted: 10/09/2020] [Indexed: 05/13/2023]
Abstract
BACKGROUND Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. METHODS Krishna's Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. RESULTS 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller's Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller's Pyramid. CONCLUSION IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.
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Affiliation(s)
- Chermaine Bok
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
| | - Cheng Han Ng
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
| | - Jeffery Wei Heng Koh
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
- Department of Pharmacy, Faculty of Science, National University of Singapore, Block S4A, Level 3, 18 Science Drive 4, Singapore, 117543, Singapore
| | - Zhi Hao Ong
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
| | - Haziratul Zakirah Binte Ghazali
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
- School of Life Science and Chemical Technology, Ngee Ann Polytechnic, 535 Clementi Road, Singapore, 599489, Singapore
| | - Lorraine Hui En Tan
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
| | - Yun Ting Ong
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
| | - Clarissa Wei Shuen Cheong
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore
| | - Annelissa Mien Chew Chin
- Medical Library, National University of Singapore Libraries, Centre for Translational Medicine, National University of Singapore, Blk MD6, 14 Medical Drive, #05-01, Singapore, 11759, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road, Liverpool, L3 9TA, UK
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore, 119228, Singapore.
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore.
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road, Liverpool, L3 9TA, UK.
- Centre for Biomedical Ethics, National University of Singapore, Blk MD11, 10 Medical Drive, #02-03, Singapore, 117597, Singapore.
- Duke-NUS Graduate Medical School, 8 College Road, Singapore, 169857, Singapore.
- Division of Cancer Education, National Cancer Centre Singapore, Level 4, 11 Hospital Drive, Singapore, 169610, Singapore.
- PalC, The Palliative Care Centre for Excellence in Research and Education, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, Singapore, 308436, Singapore.
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Lange AK, Koch J, Beck A, Neugebauer T, Watzema F, Wrona KJ, Dockweiler C. Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model. JMIR Nurs 2020; 3:e20249. [PMID: 34345791 PMCID: PMC8279447 DOI: 10.2196/20249] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 07/16/2020] [Accepted: 08/12/2020] [Indexed: 02/06/2023] Open
Abstract
Background Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter.
The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. Objective The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. Methods With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. Results Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity.
Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. Conclusions The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies.
As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.
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Affiliation(s)
| | - Jana Koch
- University of Bielefeld Bielefeld Germany
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45
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Saaranen T, Silén-Lipponen M, Palkolahti M, Mönkkönen K, Tiihonen M, Sormunen M. Interprofessional learning in social and health care-Learning experiences from large-group simulation in Finland. Nurs Open 2020; 7:1978-1987. [PMID: 33072383 PMCID: PMC7544844 DOI: 10.1002/nop2.589] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2020] [Revised: 06/25/2020] [Accepted: 07/01/2020] [Indexed: 11/17/2022] Open
Abstract
Aim This study aimed to describe the learning experiences of social and healthcare students and professionals of an interprofessional large‐group simulation. A simulation on sudden infant death syndrome (SIDS) was organized in collaboration between a Finnish university, university hospital and university of applied sciences. Design A case study. Methods The research data were collected at the large‐group simulation with a questionnaire containing variables on a five‐point Likert scale and open questions. The questionnaire was filled out by 350 students and professionals participating in the simulation. The quantitative data were analysed using descriptive statistical methods and the open‐ended questions by inductive content analysis. Results The large‐group simulation proved to be a valid teaching and learning method for collaborating with other professionals and interacting with clients and the method can be considered as cost‐effective compared with small‐group simulations. The produced knowledge can be used in planning simulations in basic and in‐service training.
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Affiliation(s)
- Terhi Saaranen
- Department of Nursing Science University of Eastern Finland Kuopio Finland
| | | | - Maria Palkolahti
- Department of Nursing Science University of Eastern Finland Kuopio Finland
| | - Kaarina Mönkkönen
- Faculty of Social Sciences University of Eastern Finland Kuopio Finland
| | - Miia Tiihonen
- School of Pharmacy University of Eastern Finland Kuopio Finland
| | - Marjorita Sormunen
- School of Medicine Public Health and Clinical Nutrition Institute of Public Health University of Eastern Finland Kuopio Finland
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46
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Brown J, Kelly MA, McGough S, Fagence A, Bosco AM, Mason J, Albrecht MA. The Impact of Simulation on Graduate Entry Master's Students' Confidence to Provide Safe Patient Care: A Longitudinal Study. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2019.12.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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47
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Enhancing Communication to Improve Patient Safety and to Increase Patient Satisfaction. Health Care Manag (Frederick) 2020; 39:128-132. [DOI: 10.1097/hcm.0000000000000298] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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48
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Moradian N, Ochs HD, Sedikies C, Hamblin MR, Camargo CA, Martinez JA, Biamonte JD, Abdollahi M, Torres PJ, Nieto JJ, Ogino S, Seymour JF, Abraham A, Cauda V, Gupta S, Ramakrishna S, Sellke FW, Sorooshian A, Wallace Hayes A, Martinez-Urbistondo M, Gupta M, Azadbakht L, Esmaillzadeh A, Kelishadi R, Esteghamati A, Emam-Djomeh Z, Majdzadeh R, Palit P, Badali H, Rao I, Saboury AA, Jagan Mohan Rao L, Ahmadieh H, Montazeri A, Fadini GP, Pauly D, Thomas S, Moosavi-Movahed AA, Aghamohammadi A, Behmanesh M, Rahimi-Movaghar V, Ghavami S, Mehran R, Uddin LQ, Von Herrath M, Mobasher B, Rezaei N. The urgent need for integrated science to fight COVID-19 pandemic and beyond. J Transl Med 2020; 18:205. [PMID: 32430070 PMCID: PMC7236639 DOI: 10.1186/s12967-020-02364-2] [Citation(s) in RCA: 94] [Impact Index Per Article: 23.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Accepted: 05/04/2020] [Indexed: 12/17/2022] Open
Abstract
The COVID-19 pandemic has become the leading societal concern. The pandemic has shown that the public health concern is not only a medical problem, but also affects society as a whole; so, it has also become the leading scientific concern. We discuss in this treatise the importance of bringing the world's scientists together to find effective solutions for controlling the pandemic. By applying novel research frameworks, interdisciplinary collaboration promises to manage the pandemic's consequences and prevent recurrences of similar pandemics.
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Affiliation(s)
- Negar Moradian
- Universal Scientific Education and Research Network (USERN),.,Research Center for Immunodeficiencies, Children's Medical Center, Tehran University of Medical Sciences, Tehran, 14194, Iran
| | - Hans D Ochs
- Universal Scientific Education and Research Network (USERN),.,Department of Pediatrics, University of Washington and Seattle Children's Research Institute, Seattle, WA, USA
| | - Constantine Sedikies
- Universal Scientific Education and Research Network (USERN),.,Centre for Research on Self Identity, Department of Psychology, School of Psychology, University of Southampton, Southampton, UK
| | - Michael R Hamblin
- Universal Scientific Education and Research Network (USERN),.,Wellman Center for Photomedicine, Massachusetts General Hospital, Harvard Medical School, Boston, USA.,Laser Research Centre, Faculty of Health Science, University of Johannesburg, Doornfontein, 2028, South Africa
| | - Carlos A Camargo
- Universal Scientific Education and Research Network (USERN),.,Department of Emergency Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA
| | - J Alfredo Martinez
- Universal Scientific Education and Research Network (USERN),.,University of Navarra, CIBERobn and IMDEA food, International Union of Nutritional Sciences (IUNS), Navarra, Spain.,International Union of Nutritional Sciences (IUNS), London, UK
| | - Jacob D Biamonte
- Universal Scientific Education and Research Network (USERN),.,Skolkovo Institute of Science and Technology, Moscow, Russia
| | - Mohammad Abdollahi
- Universal Scientific Education and Research Network (USERN),.,Pharmaceutical Sciences Research Center (PSRC), The Institute of Pharmaceutical Sciences (TIPS), and School of Pharmacy, Tehran University of Medical Sciences, Tehran, Iran
| | - Pedro J Torres
- Universal Scientific Education and Research Network (USERN),.,Departamento de Matemática Aplicada, Universidad de Granada, 18071, Granada, Spain
| | - Juan J Nieto
- Universal Scientific Education and Research Network (USERN),.,Instituto de Matemáticas, Universidade de Santiago de Compostela, Santiago De Compostela, Spain
| | - Shuji Ogino
- Universal Scientific Education and Research Network (USERN),.,Department of Epidemiology, Harvard T.H. Chan School of Public Health, Harvard University, Boston, MA, USA.,Program in MPE Molecular Pathological Epidemiology, Department of Pathology, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USA.,Broad Institute of MIT and Harvard, Cambridge, MA, USA
| | - John F Seymour
- Universal Scientific Education and Research Network (USERN),.,The Sir Peter MacCallum Department of Oncology, University of Melbourne, Melbourne, Australia.,Department of Haematology, Peter MacCallum Cancer Centre and Royal Melbourne Hospital, Melbourne, Australia
| | - Ajith Abraham
- Universal Scientific Education and Research Network (USERN),.,Machine Intelligence Research Labs, Auburn, WA, USA
| | - Valentina Cauda
- Universal Scientific Education and Research Network (USERN),.,Department of Applied Science and Technology, Politecnico di Torino Corso, Duca degli Abruzzi 24, 10129, Turin, Italy
| | - Sudhir Gupta
- Universal Scientific Education and Research Network (USERN),.,Division of Basic and Clinical Immunology, University of California Irvine, California, USA
| | - Seeram Ramakrishna
- Universal Scientific Education and Research Network (USERN),.,National University of Singapore, Singapore, Singapore
| | - Frank W Sellke
- Universal Scientific Education and Research Network (USERN),.,Division of Cardiothoracic Surgery, Department of Surgery, Rhode Island Hospital, Alpert Medical School of Brown University, Providence, RI, 02903, USA
| | - Armin Sorooshian
- Universal Scientific Education and Research Network (USERN),.,Department of Chemical and Environmental Engineering, University of Arizona, Tucson, AZ, USA.,Department of Hydrology and Atmospheric Sciences, University of Arizona, Tucson, AZ, USA
| | - A Wallace Hayes
- Universal Scientific Education and Research Network (USERN),.,A. Wallace Hayes, University of South, Florida College of Public Health and Institute for Integrative Toxicology, Michigan State University, East Lansing, USA
| | | | - Manoj Gupta
- Universal Scientific Education and Research Network (USERN),.,Department of Mechanical Engineering, National University of Singapore, Singapore, Singapore
| | - Leila Azadbakht
- Universal Scientific Education and Research Network (USERN),.,Department of Mechanical Engineering, National University of Singapore, Singapore, Singapore
| | - Ahmad Esmaillzadeh
- Universal Scientific Education and Research Network (USERN),.,Department of Community Nutrition, School of Nutritional Sciences and Dietetics, Tehran University of Medical Sciences, Tehran, Iran
| | - Roya Kelishadi
- Universal Scientific Education and Research Network (USERN),.,Child Growth and Development Research Center, Research Institute for Primordial Prevention of Non-communicable Disease, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Alireza Esteghamati
- Universal Scientific Education and Research Network (USERN),.,Endocrinology and Metabolism Research Center, Tehran University of Medical Sciences, Tehran, Tehran, Iran
| | - Zahra Emam-Djomeh
- Universal Scientific Education and Research Network (USERN),.,Department of Food Science, Engineering and Technology, College of Agriculture & Natural Resources, University of Tehran, Karaj Campus, Karaj, Iran; Transfer Phenomena Laboratory (TPL), Controlled Release Center, University of Tehran, Karaj Campus, Karaj, Iran
| | - Reza Majdzadeh
- Universal Scientific Education and Research Network (USERN),.,Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Partha Palit
- Universal Scientific Education and Research Network (USERN),.,Department of Pharmaceutical Sciences, Drug Discovery Research Laboratorty, Assam University, Silchar, Assam, India
| | - Hamid Badali
- Universal Scientific Education and Research Network (USERN),.,Invasive Fungi Research Center and Department of Medical Mycology, School of Medicine, Mazandaran University of Medical Sciences, Sari, Iran.,Fungus Testing Laboratory, Department of Pathology and Laboratory Medicine, University of Texas Health Science Center at San Antonio, San Antonio, USA
| | - Idupulapati Rao
- Universal Scientific Education and Research Network (USERN),.,Centro Internacional de Agricultura Tropical (CIAT), Cali, Colombia
| | - Ali Akbar Saboury
- Universal Scientific Education and Research Network (USERN),.,Institute of Biochemistry and Biophysics, University of Tehran, Tehran, Iran
| | - L Jagan Mohan Rao
- Universal Scientific Education and Research Network (USERN),.,Spice and Flavour Science Department, CSIR-Central Food Technological Research Institute, Mysore, India
| | - Hamid Ahmadieh
- Universal Scientific Education and Research Network (USERN),.,Ophthalmic Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Ali Montazeri
- Universal Scientific Education and Research Network (USERN),.,Population Health Research Group, Health Metrics Research Center, Institute for Health Sciences Research, ACECR, Tehran, Iran
| | - Gian Paolo Fadini
- Universal Scientific Education and Research Network (USERN),.,Department of Medicine, Division of Metabolic Diseases and, Padova Hospital, University of Padova, Padua, Italy
| | - Daniel Pauly
- Universal Scientific Education and Research Network (USERN),.,Institute for the Oceans and Fisheries, University of British Columbia, Vancouver, BC, Canada
| | - Sabu Thomas
- Universal Scientific Education and Research Network (USERN),.,School of Chemical Sciences, Mahatma Gandhi University, Kerala, 686 560, India
| | - Ali A Moosavi-Movahed
- Universal Scientific Education and Research Network (USERN),.,Institute of Biochemistry and Biophysics, University of Tehran, Tehran, Iran
| | - Asghar Aghamohammadi
- Universal Scientific Education and Research Network (USERN),.,Research Center for Immunodeficiencies, Children's Medical Center, Tehran University of Medical Sciences, Tehran, 14194, Iran
| | - Mehrdad Behmanesh
- Universal Scientific Education and Research Network (USERN),.,Department of Genetics, Faculty of Biological Sciences, Tarbiat Modares University, Tehran, Iran
| | - Vafa Rahimi-Movaghar
- Universal Scientific Education and Research Network (USERN),.,Sina Trauma and Surgery Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Saeid Ghavami
- Universal Scientific Education and Research Network (USERN),.,Department of Human Anatomy and Cell Science, Max Rady College of Medicine, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, R3E 3P4, Canada.,Faculty of Medicine, Katowice School of Technology, 40-555, Katowice, Poland
| | - Roxana Mehran
- Universal Scientific Education and Research Network (USERN),.,Zena and Michael A. Weiner Cardiovascular Institute, Icahn School of Medicine at Mount Sinai and Cardiovascular Research Foundation, New York, NY, USA
| | - Lucina Q Uddin
- Universal Scientific Education and Research Network (USERN),.,Department of Psychology, University of Miami, Miami, USA
| | - Matthias Von Herrath
- Universal Scientific Education and Research Network (USERN),.,Center for Type 1, Diabetes Research, La Jolla Institute for Immunology, La Jolla, CA, USA
| | - Bahram Mobasher
- Universal Scientific Education and Research Network (USERN),.,Department of Physics and Astronomy, University of California Riverside, Riverside, CA, 92521, USA
| | - Nima Rezaei
- Universal Scientific Education and Research Network (USERN), , . .,Research Center for Immunodeficiencies, Children's Medical Center, Tehran University of Medical Sciences, Tehran, 14194, Iran.
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Björklund K, Silén C. Occupational therapy and physiotherapy students' communicative and collaborative learning in an interprofessional virtual setting. Scand J Occup Ther 2020; 28:264-273. [PMID: 32412813 DOI: 10.1080/11038128.2020.1761448] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
BACKGROUND Interprofessional learning activities can contribute to preparing students to function in health care teams. Although the importance of communication is acknowledged, there is still a lack of understanding about how students learn to communicate interprofessionally. AIM To explore occupational therapist and physiotherapist students learning of skills in interprofessional communication by studying the students' communication while working together with a virtual patient. MATERIAL AND METHODS The students carried out a virtual patient encounter in pairs of two, using one computer per student, sitting side by side. The students' actions and conversations were recorded as video films, the oral communication was transcribed and analysed using qualitative content analysis. RESULTS The students created a social learning environment by posing questions, acknowledging each other and clarifying their professional perspective using familiar professional concepts. Comparing their professional views, students related their peers' statements to their own. Departing from their own profession and using the created open environment, the students' communication led to an interprofessional meaning-making process, with students aiming to understand each other. CONCLUSIONS AND SIGNIFICANCE A reciprocal learning situation was created when students worked together in a virtual setting. Communicating and making shared decisions about a patient can facilitate learning how to communicate interprofessionally and improve students' understanding of their own profession.
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Affiliation(s)
- Karin Björklund
- Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society (NVS), Karolinska Institutet, Stockholm, Sweden
| | - Charlotte Silén
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
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50
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Heidemann LA, Kempner S, Walford E, Chippendale R, Fitzgerald JT, Morgan HK. Internal medicine paging curriculum to improve physician-nurse interprofessional communication: a single center pilot study. J Interprof Care 2020:1-4. [PMID: 32297818 DOI: 10.1080/13561820.2020.1743246] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Revised: 03/10/2020] [Accepted: 03/11/2020] [Indexed: 12/30/2022]
Abstract
Effective physician-nurse communication is critical to patient safety, yet internal medicine trainees are rarely given feedback on this skill. In order to address this gap, we developed a 4-week simulated paging curriculum for senior medical students. Standardized Registered Nurses administered five acute inpatient paging cases to students via telephone and scored communication on a 10-point global scale (1 = highly ineffective to 10 = highly effective) and seven communication domains using a 5-point Likert-type scale. The domains included precision/clarity, instructive, directing, assertive, ability to solicit information, engaged, and structured communication. Students received verbal and written feedback from the nurses on communication skills and clinical decision-making. Our primary goal was to determine if student-nurse communication improved throughout the curriculum. Data were analyzed using multivariate ANOVAs with repeated measures. Twenty-seven students participated. Global communication scores increased significantly from case 1 to case 5 (7.1 to 8.7, p < .01). The following communication domains increased significantly: precision (3.8 to 4.4, p < .01), instructive (3.6 to 4.7, p < .01), directing (4.0 to 4.6, p = .02), assertiveness (4.0 to 4.7, p = .04), engaged (4.1 to 4.7, p < .01). In conclusion, this curriculum can be an innovative approach to improve physician-nurse communication using standardized registered nurses to deliver structured feedback to medical trainees.
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Affiliation(s)
- Lauren A Heidemann
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Samantha Kempner
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Eric Walford
- Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Ryan Chippendale
- Department of Internal Medicine, Boston University School of Medicine, Boston, MA, USA
| | - James T Fitzgerald
- Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA
| | - Helen K Morgan
- Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI, USA
- Department of Learning Health Sciences, University of Michigan, Ann Arbor, MI, USA
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