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Tong LK, Li YY, Au ML, Ng WI, Wang SC, Liu Y, Shen Y, Zhong L, Qiu X. The effects of simulation-based education on undergraduate nursing students' competences: a multicenter randomized controlled trial. BMC Nurs 2024; 23:400. [PMID: 38886708 PMCID: PMC11181658 DOI: 10.1186/s12912-024-02069-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Accepted: 06/05/2024] [Indexed: 06/20/2024] Open
Abstract
BACKGROUND Education in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students. METHODS A total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention. RESULTS The demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (p = 0.020), after three months, no difference was observed (p = 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (p = 0.048) or the high-fidelity simulation combined with computer-based simulation group (p = 0.020). CONCLUSIONS Nursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances. TRIAL REGISTRATION This clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).
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Affiliation(s)
- Lai Kun Tong
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Yue Yi Li
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Mio Leng Au
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China.
| | - Wai I Ng
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Si Chen Wang
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Yongbing Liu
- School of Nursing, Yangzhou University, No.136, Jiangyang Middle Road, Hanjiang District, Yangzhou, Jiangsu Province, China
| | - Yi Shen
- School of Nursing, Guangzhou Xinhua University, 19 Huamei Road, Tianhe District, Guangzhou, Guangdong Province, China
| | - Liqiang Zhong
- School of Nursing, Guangzhou Medical University, Dongfeng West Road, Yuexiu District, Guangzhou, Guangdong Province, China
| | - Xichenhui Qiu
- School of Nursing, Shenzhen University, No. 3688, Nanhai Road, Nanshan District, Shenzhen, Guangdong Province, China
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Allvin R, Thompson C, Edelbring S. Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. J Interprof Care 2024; 38:486-498. [PMID: 37589390 DOI: 10.1080/13561820.2023.2241505] [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: 11/15/2022] [Accepted: 06/27/2023] [Indexed: 08/18/2023]
Abstract
Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).
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Affiliation(s)
- Renée Allvin
- Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Carl Thompson
- School of Healthcare, University of Leeds, Leeds, UK
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Saragih ID, Hsiao CT, Fann WC, Hsu CM, Saragih IS, Lee BO. Impacts of interprofessional education on collaborative practice of healthcare professionals: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2024; 136:106136. [PMID: 38422794 DOI: 10.1016/j.nedt.2024.106136] [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: 08/15/2023] [Revised: 02/01/2024] [Accepted: 02/17/2024] [Indexed: 03/02/2024]
Abstract
OBJECTIVE To investigate and statistically synthesise data on the effects of interprofessional education on healthcare professionals' collaborative practice among healthcare professionals. DESIGN A systematic review and meta-analysis. DATA SOURCES Seven databases and the grey literature were searched to collect relevant studies from database inception to 15 May 2023. REVIEW METHODS A random-effects model was used to assess the pooled effect size. Each pooled analysis was tested for publication bias using Egger's regression test. RESULTS Eleven studies were included in the final analysis. The evaluation of pooled results showed that interprofessional education significantly enhanced attitudes towards or mutual respect among healthcare professionals (pooled standardized mean difference: 0.14; 95 % Confidence Interval: 0.01-0.28; p = 0.04) and interprofessional knowledge (pooled standardized mean difference: 0.43; 95 % Confidence Interval: 0.22-0.65; p < 0.001). CONCLUSIONS Interprofessional education is a feasible approach to enhance attitudes towards or mutual respect among healthcare professionals as well as their interprofessional knowledge. Future research is needed to consider the inclusion of a module designed to develop mutual interests and communication to enhance students' perspectives on the importance of the interprofessional education approach.
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Affiliation(s)
| | - Cheng-Ting Hsiao
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Chiayi, Taiwan; School of Medicine, Chang Gung University, Taoyuan, Taiwan.
| | - Wen-Chih Fann
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Chiayi, Taiwan.
| | - Chih-Mimng Hsu
- Medical education Department, Chang Gung Memorial Hospital, Chiayi, Taiwan; National Chung Cheng University, Minhsiung, Chiayi, Taiwan.
| | | | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; Center for Innovative Research on Aging Society (CIRAS), National Chung Cheng University, Taiwan.
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Copley J, Martin R, Dix C, Forbes R, Hill A, Mandrusiak A, Penman A, Patterson F, Davies S, Jauncey-Cooke J, Mahendran N, Hooper K, Collins C. Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students. J Interprof Care 2024; 38:534-543. [PMID: 38343271 DOI: 10.1080/13561820.2024.2303499] [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: 05/19/2023] [Accepted: 01/04/2024] [Indexed: 04/12/2024]
Abstract
Literature regarding simulation for learning interprofessional collaborative practice (IPCP) indicates a need to include a range of health professions and to focus on students' development of team communication and conflict resolution skills in day-to-day healthcare delivery. This study evaluated the impact of interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students on interprofessional collaboration competencies, specifically collaborative communication and conflict resolution during day-to-day interactions, and their intention for IPCP during placement. A series of simulations featuring the potential for interprofessional conflict and involving explicit coaching on communication and conflict resolution were conducted. A single cohort pre-test post-test design included the Students' Perceptions of Interprofessional Clinical Education Revised (SPICE-R), the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and an open response survey question on future intended practice. A total of 237 students participated in the simulation experience. Overall scores and scores on all IPCP competencies in the ICASS (n = 193) and SPICE-R (n = 226) improved for all professions post-simulation. The mean score of the ICCAS increased for 98% of the respondents and similarly the mean score of the SPICE-R increased for 71% of the respondents. Open-ended responses indicated students' intentions to pursue self-leadership in IPCP. Students who participated in an interprofessional simulation reported perceived improvements in IPCP competencies and were encouraged to initiate IPCP when on placement in the practice setting.
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Affiliation(s)
- Jodie Copley
- Occupational Therapy, The University of Queensland, ST LUCIA, Australia
| | - Romany Martin
- Physiotherapy, The University of Tasmania, Launceston, Newnham, Australia
| | - Clare Dix
- Nutrition and Dietetics, The University of Queensland, ST LUCIA, Australia
| | - Roma Forbes
- Physiotherapy, The University of Queensland, ST LUCIA, Australia
| | - Anne Hill
- Speech Pathology, The University of Queensland, ST LUCIA, Australia
| | | | - Adriana Penman
- Speech Pathology, The University of Queensland, ST LUCIA, Australia
| | - Freyr Patterson
- Occupational Therapy, The University of Queensland, ST LUCIA, Australia
| | - Sarah Davies
- Casual Academic, The University of Queensland, ST LUCIA, Australia
| | | | | | - Kelly Hooper
- School of Nursing, Midwifery and Social Work, The University of Queensland, ST LUCIA, Australia
| | - Cheryl Collins
- Nutrition and Dietetics, The University of Queensland, ST LUCIA, Australia
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Thomae AV, Verweij L, Witt CM, Blum D, Feusi E, Fringer A, Huber M, Roos M, Lal JA, Naef R. Evaluation of a newly developed flipped-classroom course on interprofessional practice in health care for medical students. MEDICAL EDUCATION ONLINE 2023; 28:2198177. [PMID: 37021707 PMCID: PMC10081083 DOI: 10.1080/10872981.2023.2198177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 03/21/2023] [Accepted: 03/29/2023] [Indexed: 06/19/2023]
Abstract
Interprofessional education is expected to promote collaborative practice and should therefore be included in health professionals' curricula. Reports on interprofessional curricular development and its evaluation are rare. We therefore undertook a comprehensive quantitative and qualitative evaluation of a new, mandatory course on interprofessional collaboration for medical students during their third year of the Bachelor of Medicine study programme. The newly developed and implemented course spans over six weeks and was designed in a hybrid, flipped-classroom format. It incorporates experience- and case-based learning as well as interactions with other health professionals. Each student completes an eLearning and a clinical workshadowing individually before attending the - due to the pandemic - virtual live lectures. To assess quality and usefulness of teaching-learning formats and course structure to learn about interprofessional collaboration and to develop interprofessional competencies and identity, a quantitative and qualitative evaluation was performed with more than 280 medical students and 26 nurse educators from teaching hospitals using online surveys (open & closed-ended format). Data were analyzed descriptively and using content analysis processes. Students appreciated the flipped-classroom concept, the real-world case-based learning scenarios with interprofessional lecturer teams, and the possibility of an experience-based learning opportunity in the clinical setting including interaction with students and professionals from other health professions. Interprofessional identity did not change during the course. Evaluation data showed that the course is a promising approach for teaching-learning interprofessional competencies to medical students. The evaluation revealed three factors that determined the success of this course, namely, a flipped-classroom concept, the individual workshadowing of medical students with another health professional, mainly nurses, and live sessions with interprofessional teaching-learning teams. The course structure and teaching-learning methods showed potential and could serve as a template for interprofessional course development in other institutions and on other course topics.
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Affiliation(s)
- Anita V. Thomae
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Zurich, Switzerland
| | - Lotte Verweij
- Institute for Implementation Science in Health Care, University of Zurich, Switzerland & Centre of Clinical Nursing Science, University Hospital Zurich, Zurich, Switzerland
| | - Claudia M. Witt
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Zurich, Switzerland
| | - David Blum
- Competence Center Palliative Care, Department of Radiooncology, University Hospital Zurich, Zurich, Switzerland
| | - Emanuel Feusi
- Institute of Public Health, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - André Fringer
- Institute of Nursing, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Marion Huber
- Institute of Public Health, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Melanie Roos
- Faculty of Medicine, Student Affairs, Curricula Development, University of Zurich, Zurich, Switzerland
| | - Jasmin Anita Lal
- Faculty of Medicine, Student Affairs, Curricula Development, University of Zurich, Zurich, Switzerland
| | - Rahel Naef
- Institute for Implementation Science in Health Care, University of Zurich, Switzerland & Centre of Clinical Nursing Science, University Hospital Zurich, Zurich, Switzerland
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Kvæl LAH, Bergland A, Eldh AC. Preference-based patient participation in intermediate care: Translation, validation and piloting of the 4Ps in Norway. Health Expect 2023; 27:e13899. [PMID: 37934200 PMCID: PMC10726279 DOI: 10.1111/hex.13899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 09/09/2023] [Accepted: 10/17/2023] [Indexed: 11/08/2023] Open
Abstract
INTRODUCTION The implementation and evaluation of patient participation to obtain high-quality transitional care for older people is an international priority. Intermediate care (IC) services are regarded as an important part of the patient's pathway from the specialist to the primary care levels, bridging the gap between the hospital and the home. Patients may experience varying capacities and conditions for patient participation. Yet, few tools for evaluating patients' preferences for patient participation within IC services are at hand. Accordingly, further knowledge is needed to understand and scaffold processes for patient participation in IC. Therefore, the aim of this project was to translate, validate and pilot test the Patient Preferences for Patient Participation (the 4Ps) with patients in IC services in Norway. METHODS This project comprised two phases: (1) a careful translation and cultural adaptation process, followed by a content validity trial among 15 patients and staff in Norwegian IC and (2) a cross-sectional survey of the instrument with 60 patients admitted to IC. RESULTS The translation between Swedish and Norwegian required no conceptual or contextual adaptations. The subsequent cross-sectional study, designed as a dialogue between the patients and staff, revealed that only 50% of the participants received a sufficient level of patient participation based on their preferences, mostly indicating that patients were receiving less-than-preferred conditions for engaging in their health and healthcare issues. CONCLUSION The 4Ps instrument was deemed suitable for measuring patient participation based on patient preferences in the IC context and was feasible for both healthcare professionals and patients to complete in an interview when arriving at and leaving services. This may support person-centred communication and collaboration, calling for further research on what facilitates patient participation and the implementation of person-centred services for patients in IC. PATIENT OR PUBLIC CONTRIBUTION First, the current paper is part of the IPIC study (i.e., the implementation of patient participation in IC). Influenced by a James Lind Alliance process, the study addresses research uncertainties identified by patients, next of kin, staff and researchers in the cocreation process. Second, cognitive interviewing was conducted with 15 representatives of the target population: seven patients receiving IC services, one home-dwelling previous IC patient (altogether four women and four men, most of them 80 years or older) and seven healthcare staff working in IC services. The interviews determined the relevance, comprehensiveness and clarity of the 4Ps. Finally, 60 patients admitted to IC took part in the cross-sectional study.
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Affiliation(s)
- Linda A. H. Kvæl
- Department of Rehabilitation Science and Health TechnologyFaculty of Health Sciences, Oslo Metropolitan UniversityOsloNorway
- Norwegian Social Research—NOVAOslo Metropolitan UniversityOsloNorway
| | - Astrid Bergland
- Department of Rehabilitation Science and Health TechnologyFaculty of Health Sciences, Oslo Metropolitan UniversityOsloNorway
| | - Ann C. Eldh
- Department of Health, Medicine and Caring SciencesFaculty of Medicine and Health Sciences, Linköping UniversityLinköpingSweden
- Department of Public Health and Caring SciencesUppsala UniversityUppsalaSweden
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Saragih ID, Arna Uly Tarihoran DET, Sharma S, Chou FH. A systematic review and meta-analysis of outcomes of interprofessional education for healthcare students from seven countries. Nurse Educ Pract 2023; 71:103683. [PMID: 37433234 DOI: 10.1016/j.nepr.2023.103683] [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: 04/30/2023] [Revised: 06/19/2023] [Accepted: 06/21/2023] [Indexed: 07/13/2023]
Abstract
AIM This study aimed to analyze the effectiveness of the learning outcomes of the interprofessional education (IPE) model for healthcare students. BACKGROUND Interprofessional education (IPE) is an important teaching and learning model that involves two or more professions engaging or working together to improve the knowledge of healthcare students. However, the specific outcomes of IPE for healthcare students are unclear as only a few studies have reported them. DESIGN A meta-analysis was conducted to draw broad conclusions on the impact of IPE on healthcare students' learning outcomes. METHODS The CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, Web of Science, and Google Scholar databases were searched for relevant articles in the English language. To investigate the effectiveness of IPE, a pooled estimate of knowledge, readiness for and attitude toward interprofessional learning, and interprofessional competence were analyzed using a random effects model. The methodologies of the studies evaluated were assessed using the Cochrane risk-of-bias tool for randomized trials, version 2. Sensitivity analysis was performed to ensure the rigor of the findings. STATA 17 was used to perform the meta-analysis. RESULTS Eight studies were reviewed. IPE had a significant positive impact on healthcare students' knowledge (Standardized Mean Difference [SMD]: 0.43; 95% Confidence Interval [CI]: 0.21-0.66). However, its impact on readiness for and attitude toward interprofessional learning and interprofessional competence was nonsignificant and needs further investigation. CONCLUSION IPE enables students to develop their knowledge of healthcare. This study provides evidence that IPE is a better strategy for enhancing healthcare students' knowledge than traditional/discipline-specific teaching techniques.
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Affiliation(s)
| | - Dame Elysabeth Tuty Arna Uly Tarihoran
- School of Nursing Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; School of Nursing, Universitas Kristen Krida Wacana, Jakarta, Indonesia
| | - Sapna Sharma
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Fan-Hao Chou
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Burford B, Grieg P, Kelleher M, Merriman C, Platt A, Richards E, Davidson N, Vance G. Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students. Health Sci Rep 2023; 6:e1237. [PMID: 37152225 PMCID: PMC10154877 DOI: 10.1002/hsr2.1237] [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: 10/07/2022] [Revised: 03/21/2023] [Accepted: 04/16/2023] [Indexed: 05/09/2023] Open
Abstract
Background and Aims Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students. Methods Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants' own and other professional groups. Thematic analysis was carried out on transcripts. Results The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care. Conclusion Recognizing "psychological fidelity" as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation.
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Affiliation(s)
- Bryan Burford
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
| | - Paul Grieg
- Nuffield Department of Clinical NeurosciencesUniversity of OxfordOxfordUK
| | - Mike Kelleher
- Department of Nursing, Midwifery & HealthNorthumbria UniversityNewcastle upon TyneUK
| | - Clair Merriman
- Oxford Institute of Nursing, Midwifery, and Allied Health ResearchOxford Brookes UniversityOxfordUK
| | - Alan Platt
- Department of Nursing, Midwifery & HealthNorthumbria UniversityNewcastle upon TyneUK
| | | | - Neil Davidson
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
| | - Gill Vance
- School of MedicineNewcastle UniversityNewcastle upon TyneUK
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Geese F, Schmitt KU. Interprofessional Collaboration in Complex Patient Care Transition: A Qualitative Multi-Perspective Analysis. Healthcare (Basel) 2023; 11:healthcare11030359. [PMID: 36766934 PMCID: PMC9914692 DOI: 10.3390/healthcare11030359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 01/16/2023] [Accepted: 01/23/2023] [Indexed: 01/31/2023] Open
Abstract
Healthcare professionals often feel challenged by complex patients and the associated care needs during care transition. Interprofessional collaboration (IPC) is considered an effective approach in such situations. However, a fragmented healthcare system can limit IPC. This study explored experiences of Swiss healthcare professionals regarding complex patient care transition and the potential of IPC. Professionals from nursing, medicine, psychology, physiotherapy, dietetics and nutrition, social service, occupational therapy, and speech therapy were included. A qualitative between-method triangulation design was applied, with two focus group discussions and ten individual interviews. The combination of different data-collection methods allowed us to explore complex patient care transition and to systematically add perspectives of healthcare professionals from different care settings. Three main themes were identified: (1) Participants described their vision of an ideal complex patient care transition, i.e., the status they would like to see implemented; (2) participants reported challenges in complex patient care transition as experienced today; and (3) participants suggested ways to improve complex patient care transition by IPC. This study highlighted that healthcare professionals regarded IPC as an effective intervention to improve complex patient care transition. It emerged that sustainable implementation of IPC across care organizations is currently limited in Switzerland. In the absence of strong and direct promotion of IPC by the healthcare system, professionals in clinical practice can further promote IPC by finding hands-on solutions to overcome organizational boundaries.
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Costa Marion AD, Pereira LC, Lucia Moura Pinho D. The effect of interprofessional simulation practice on collaborative learning: A randomized controlled trial. J Interprof Care 2023:1-8. [PMID: 36606366 DOI: 10.1080/13561820.2022.2147153] [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: 09/28/2021] [Revised: 05/05/2022] [Accepted: 10/28/2022] [Indexed: 01/07/2023]
Abstract
This study examined the effect of simulation on readiness for collaborative practice and learning using a randomized-controlled trial design that used the same education protocol with interprofessional and uniprofessional groups. The sample consisted of 43 students from four different majors. The students were assessed with the Readiness for Interprofessional Learning Scale, and a care plan measurement instrument. The interprofessional group showed a small increase (0.1 ± 0.43; p = .02) in readiness for teamwork and collaboration; the uniprofessional group showed a smaller increase for teamwork and collaboration (0.04 ± 0.31; p = .04) and for patient-centred care (0.0 ± 0.35; p = .01). The enriching work of interprofessional learning was evident within the care plan activity, suggesting that interprofessional simulation is an effective learning method for interprofessional education.
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Affiliation(s)
| | - Leonardo Costa Pereira
- Program of post-graduation in Science and Health Technology, University of Brasília (Unb), Brasília, Brazil
| | - Diana Lucia Moura Pinho
- Program of post-graduation in Science and Health Technology, University of Brasília (Unb), Brasília, Brazil
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Sezgin MG, Bektas H. Effectiveness of interprofessional simulation-based education programs to improve teamwork and communication for students in the healthcare profession: A systematic review and meta-analysis of randomized controlled trials. NURSE EDUCATION TODAY 2023; 120:105619. [PMID: 36343420 DOI: 10.1016/j.nedt.2022.105619] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 09/14/2022] [Accepted: 10/25/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Factors, such as the dynamic and variable structure of healthcare services, the introduction of new care models and technological developments, and requirements for patient safety, quality, and accreditation, require new content, goals, and models in the education and practice of health disciplines. Curriculum studies should be planned by today's requirements and competencies to be gained in interprofessional simulation-based education. OBJECTIVES This systematic review and meta-analysis study was conducted to evaluate the effectiveness of interprofessional simulation-based education programs for improving teamwork and communication among students in the healthcare profession. METHODS In this study, Web of Science, Cochrane Library, Springer Link, Science Direct, Ovid, PubMed, Scopus, ProQuest, EBSCOhost/CINAHL Complete, and MEDLINE databases were searched without year limitations until April 2022. Two independent researchers reviewed the studies and analyzed the data. Two researchers evaluated the methodological quality of the studies using the Cochrane Collaboration tool (RoB 2.0). This study was prepared in line with the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) statement. Comprehensive Meta-Analysis (CMA) 3 software was used for meta-analysis. RESULTS Eight randomized controlled trials conducted with 819 participants were included in this study. The evaluation of meta-analysis data showed that interprofessional simulation-based education programs significantly improved teamwork (Hedge's g = 0.41, p < 0.001, 95 % CI = 0.25 to 0.56) and communication (Hedge's g = 0.54, p < 0.001, 95 % CI = 0.26 to 0.82). The results of the sensitivity analysis showed that teamwork and communication were stable. CONCLUSION Interprofessional simulation-based education programs seem to be an appropriate method for improving teamwork and communication among healthcare students. In the future, it is thought that there is a need to individualize interprofessional simulation-based education programs based on cultural differences and socio-demographic characteristics of healthcare students and to plan studies that examine long-term results. REGISTRATION NUMBER CRD42022325514 (PROSPERO).
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Affiliation(s)
- Merve Gozde Sezgin
- Akdeniz University Faculty of Nursing, Department of Internal Medicine Nursing, Antalya, Turkey.
| | - Hicran Bektas
- Akdeniz University Faculty of Nursing, Department of Internal Medicine Nursing, Antalya, Turkey.
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Burrows S, Halperin L, Nemec E, Romney W. Initial steps for integrating academic electronic health records into clinical curricula of physical and occupational therapy in the United States: a survey-based observational study. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2022; 19:24. [PMID: 36052555 PMCID: PMC9669459 DOI: 10.3352/jeehp.2022.19.24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 09/02/2022] [Indexed: 06/15/2023]
Abstract
Training programs must be designed to prepare physical and occupational therapy students to use electronic health records (EHRs) and interprofessional collaboration. This report aims to describe physical and occupational therapy students’ perceptions of integrating an academic EHR (AEHR) in their problem-based learning (PBL) curricula in the College of Health Professions, Sacred Heart University, Fairfield, Connecticut, the United States. A paper-based case approach to PBL was adapted by creating patient cases in an AEHR. Students were asked to complete chart reviews and review provider notes to enhance their learning. An online survey was conducted to determine their perceptions of using AEHR from May 2014 to August 2015. Eighty-five students completed the survey, and 88.1% felt that using an AEHR was needed, and 82.4% felt that the additional notes enhanced their understanding of the interdisciplinary team. However, 83.5% reported the AEHR system increased the time needed to extract meaningful information. Incorporating an AEHR into curricula is essential to ensure students are adequately prepared for future patient interactions.
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Affiliation(s)
- Stephen Burrows
- Department of Healthcare Informatics & Administration, College of Health Professions, Sacred Heart University, Fairfield, CT, USA
| | - Lola Halperin
- Department of Occupational Therapy, College of Health Professions, Sacred Heart University, Fairfield, CT, USA
| | - Eric Nemec
- Department of Physician Assistant Studies, College of Health Professions, Sacred Heart University, Fairfield, CT, USA
| | - Wendy Romney
- Department of Physical Therapy and Human Movement Science, College of Health Professions, Sacred Heart University, Fairfield, CT, USA
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Wang Y, Li X, Liu Y, Shi B. Mapping the research hotspots and theme trends of simulation in nursing education: A bibliometric analysis from 2005 to 2019. NURSE EDUCATION TODAY 2022; 116:105426. [PMID: 35679627 DOI: 10.1016/j.nedt.2022.105426] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Revised: 05/16/2022] [Accepted: 05/30/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Simulation-based nursing training has been used incorporated into nursing education for decades, however, there is limited information related to simulation research hotspots and theme trends over time. OBJECTIVES To investigate the research hotspots and theme trends of simulation in nursing education through bibliometric analysis. METHODS Relevant articles on simulation in nursing education published between 2005 and 2019 were retrieved from PubMed. The Bibliographic Item Co-occurrence Matrix Builder (BICOMB) was used to extract and quantitatively analyze the Medical Subject Headings (MeSH) terms and subheadings. The biclustering analysis was conducted using gCluto1.0 to identify the research hotspots. A strategic diagram was employed to reveal the development trend of the theme. RESULTS A total of 4102 publications were retrieved from PubMed showing an overall increasing trend. Based on the results, the United States was the most productive country (2868,55.7 %), the journal Nurse Education Today journal was the top journal concerning this field, and Cooper SJ and Holtschneider ME were authors with the highest number of publications on this topic. Quantitative and co-word biclustering analyses were used in this study. The research hotspots in recent 5 years were focused on: (1) interprofessional simulation in patient-care teams; (2) patient simulation in psychiatric nursing education; (3) virtual reality simulation (VRS) in midwifery and nursing education; (4) simulation in critical care nurses' continuing education/training, and (5) simulation in pediatric resuscitation education. The strategic diagram showed that the VRS in midwifery and nursing education might have a significant potential to become an emerging hotspot soon. CONCLUSION The research literature production of simulation in nursing education was increasing over the past 15 years. Through co-word biclustering analysis, five research hotspots were identified. Among them, simulation in psychiatric education and critical care continuing education had a central priority that researchers should pay further attention to, and VRS could be the major trend for future study. Furthermore, this study described the overall range of research interests and provided ideas for innovative and efficient research projects.
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Affiliation(s)
- Yanjie Wang
- School of Nursing, Liaoning University of Traditional Chinese Medicine, Shenyang, Liaoning Province, PR China; School of Nursing, China Medical University, Shenyang, Liaoning Province, PR China
| | - Xiaohan Li
- School of Nursing, China Medical University, Shenyang, Liaoning Province, PR China.
| | - Yujia Liu
- School of Nursing, China Medical University, Shenyang, Liaoning Province, PR China
| | - Bei Shi
- College of Basic Medical Science, China Medical University, Shenyang, Liaoning Province, PR China.
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Li YY, Au ML, Tong LK, Ng WI, Wang SC. High-fidelity simulation in undergraduate nursing education: A meta-analysis. NURSE EDUCATION TODAY 2022; 111:105291. [PMID: 35158134 DOI: 10.1016/j.nedt.2022.105291] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2021] [Revised: 01/05/2022] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVES To explore the effectiveness of high-fidelity simulation (HFS) in undergraduate nursing education. DESIGN A meta-analysis of randomized controlled trials and quasi-experiment. DATA SOURCES Web of Science, PubMed, Embase, Cochrane Library, WANFANG, and CNKI were searched for eligible articles published in English and Chinese until May 28, 2021. REVIEW METHODS The Quality Appraisal Check-list for Quantitative Intervention Studies was applied to the quality evaluation. Standard mean differences (SMD) were pooled using a random effects model. The results of the individual and combined intervention effects estimation of was displayed in a forest plot, with weight, SMD, its corresponding 95% confidence interval (CI), Z-test, p, I2. RESULTS Thirty-eight studies were included and 37 were analyzed. High-fidelity simulation (HFS) revealed significantly larger effect sizes for knowledge (SMD = 0.89, 95% CI [0.54 to 1.23]), skill (SMD = 0.93, 95% CI [0.69 to 1.17]), collaboration (SMD = 0.52, 95% CI [0.26 to 0.78]), caring (SMD = 1.40, 95% CI [0.23 to 2.58]) and learning interest (SMD = 0.85, 95% CI [0.00 to 2.04]) when compared with other teaching methods. However, no significant difference between HFS and other teaching methods in critical thinking (SMD = 0.46, 95% CI [-1.12 to 1.58]), self-confidence (SMD = 0.22, 95% CI [-0.32 to 0.75]) and learning satisfaction (SMD = 0.58, 95% CI [-0.25 to 1.41]) was shown. CONCLUSIONS High-fidelity simulation (HFS) can more effectively cultivate knowledge, skills, collaboration, caring, and learning interest of undergraduate nursing students. Since the effect of HFS is equivalent to other teaching methods in cultivating undergraduate nursing students' critical thinking, self-confidence and learning satisfaction, nursing educators can choose the most appropriate methods to achieve the intended learning outcomes according to the actual situation.
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Affiliation(s)
- Yue Yi Li
- Kiang Wu Nursing College of Macau, Est. Repouso No. 35, R/C, Macau SAR, China.
| | - Mio Leng Au
- Kiang Wu Nursing College of Macau, Est. Repouso No. 35, R/C, Macau SAR, China.
| | - Lai Kun Tong
- Kiang Wu Nursing College of Macau, Est. Repouso No. 35, R/C, Macau SAR, China.
| | - Wai I Ng
- Kiang Wu Nursing College of Macau, Est. Repouso No. 35, R/C, Macau SAR, China.
| | - Si Chen Wang
- Kiang Wu Nursing College of Macau, Est. Repouso No. 35, R/C, Macau SAR, China.
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15
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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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16
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Alharbi K, Alharbi MF. Nursing Students’ Satisfaction and Self-Confidence Levels After Their Simulation Experience. SAGE Open Nurs 2022; 8:23779608221139080. [DOI: 10.1177/23779608221139080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 10/23/2022] [Accepted: 10/30/2022] [Indexed: 11/19/2022] Open
Abstract
Background Nursing students should be well prepared before going to clinical setting as they provide direct care to patient. Simulation gives the learners the opportunity to be active learners who practice, train, and give a reflection on a specific experience. Objective To obtain an understanding of the human patient simulation experience and nursing students’ perceptions of satisfaction and self-confidence. Method Cross-sectional, descriptive design was undertaken. Using purposive sampling, 273 nursing students were enrolled in basic adult nursing courses at levels four and five at female nursing college at King Saud University, Riyadh, Saudi Arabia. A questionnaire was used to measure the demographic characteristics, simulation design characteristics, and simulation educational practice context. Student Satisfaction and Self-confidence in Learning Scale was used to measure students’ satisfaction and self-confidence. Bivariate analyses were utilized where needed and multiple linear regression analysis was performed to find the relationship between variables. Results The current study revealed overall, nursing students were satisfied and self-confident after their human patient simulation experience. A relationship was observed between demographic characteristics, simulation design characteristics, and simulation educational practice context with students’ satisfaction and self-confidence. Conclusion Simulation is an effective teaching strategy that prepares nursing students for real clinical practice. Findings provided policymakers with information on nursing students’ current levels of satisfaction and self-confidence that can lead to developing future policies.
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Affiliation(s)
- Kholoud Alharbi
- Nursing Department, Nursing College, King Saud University, Riyadh, Saudi Arabia
| | - Manal F. Alharbi
- Maternal & Child Health Department, Nursing College, King Saud University, Riyadh, Saudi Arabia
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Lemke KC, Velasquez ST, Bland L, Lopez E, Ajtai R, Ford LA, Amezaga B, Cleveland JA, Ferguson D, Richardson W, Saenz D, Zorek JA. Simulation interprofessional education in health professions education: a scoping review protocol. JBI Evid Synth 2021; 19:3058-3072. [PMID: 34374688 DOI: 10.11124/jbies-20-00487] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
OBJECTIVE The objective of this scoping review is to identify, collate, and map the evidence on simulation interprofessional education activities in any setting for the education of health professional students. INTRODUCTION Simulation interprofessional education activities comprise in-person and collaborative online learning embedded in formal curricula. Though the number of simulation interprofessional education activities has increased with the knowledge of the importance of effective interprofessional collaboration, the literature still lacks a description of the characteristics of existing activities. INCLUSION CRITERIA This scoping review will consider interprofessional education activities taking place within a simulation environment. Included papers will report on activities with two or more types of learners in health professional programs. METHODS The proposed scoping review will be conducted in accordance with the JBI methodology for scoping reviews. Databases searched will include PubMed, CINAHL, and ERIC. Results will be limited to English-language publications from 2016 to the present year. Data extraction will be performed using a purposefully developed data extraction tool. Teams of reviewers will screen abstracts and full texts of articles for potential inclusion, and decisions will be determined via consensus of two out of three reviewers. Extracted data will be presented in diagrammatic or tabular form in a manner that aligns with the objective of this scoping review. A narrative summary will accompany the tabulated and/or charted results and will describe how the results relate to the review's objective and questions, and how the results might inform future simulation interprofessional education activities in health professions education.
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Affiliation(s)
- Kelly C Lemke
- School of Dentistry, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Sadie Trammell Velasquez
- Joe R. and Teresa Lozano Long School of Medicine, 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
| | - Emme Lopez
- Briscoe Library, 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
| | - Lark A Ford
- School of Nursing, 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 A Cleveland
- School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, 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
| | - 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
- Office of the Vice President for Academic, Faculty and Student Affairs and School of Nursing, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
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Schmutz JB. Institutionalizing an interprofessional simulation education program: an organizational case study using a model of strategic change. J Interprof Care 2021; 36:402-412. [PMID: 34459330 DOI: 10.1080/13561820.2021.1951189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Initiatives to implement interprofessional simulation education programs (ISEP) often fail due to lack of support, resources from management or proper integration into the organization system. This paper aims to identify factors that ensure the successful implementation of an ISEP. Further, the study explores the potential effects an ISEP can have on organizational processes and culture. The case study describes the implementation process of an ISEP in a non-academic community hospital using interviews, participative observations and archival data over six years. A thematic approach has been used to analyze the data guided by Kotter's 8-step model for organizational change. Strategies for a successful implementation of an ISEP include: 1) make a case for interprofessional simulation-based education (SBE), 2) search for healthcare champions, 3) define where the ISEP will lead the organization, 4) spread the word about interprofessional SBE, 5) ensure that structures, skills and supervisors align with the change effort, 6) win over smaller entities, 7) enable peer feedback and create more change, 8) institutionalize the ISEP. Indicators of how the ISEP impacted hospital culture are presented and discussed. ISEPs - if implemented effectively - provide powerful opportunities to span boundaries between professional groups, foster interprofessional collaboration, and eventually improve patient care.
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Affiliation(s)
- Jan B Schmutz
- Department of Management, Technology and Economics, ETH Zurich, Zurich, Switzerland
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Qiao J, Xu J, Li L, Ouyang YQ. The integration of immersive virtual reality simulation in interprofessional education: A scoping review. NURSE EDUCATION TODAY 2021; 98:104773. [PMID: 33497990 DOI: 10.1016/j.nedt.2021.104773] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Accepted: 01/11/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Contemporary healthcare systems are in dire need of teamwork and interprofessional collaboration, however, existing curricula of health education programs offer few opportunities to build these capabilities. Virtual simulations enable interaction and cooperative learning for students pursuing health majors. OBJECTIVE To explore the effectiveness of immersive virtual reality simulation (IVRS) in interprofessional education (IPE) and the experience of students from various disciplines in a virtual clinical environment. DESIGN, DATA SOURCES AND METHODS A scoping review was conducted. Literature was systematically searched from CINAHL, EMBASE, ERIC, MEDLINE/PubMed, ProQuest, PsycINFO, Scopus, Science Direct, Cochrane Library and Open Grey databases. Among 2352 records, 12 research articles were found and analyzed. RESULTS The experiences of students participating in IVRS centered on enhanced cooperation and communication across their disciplines. They obtained a more accurate picture of the patient and developed an interdisciplinary care plan. After the IPE session, they had greater appreciation of the importance of a team approach and shared learning. Students acknowledged the usability of virtual worlds (VWs) and appreciated the immersive learning experience that was offered. They gained valuable insight into mutual roles and believed that this experience would benefit their role as a health care team member. CONCLUSIONS This study supports the usability of VWs for IPE. As a new teaching modality, the IVRS experience effectively promotes interprofessional collaboration and communication. Future advances in the use of these technologies are expected to revolutionize health science education.
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Affiliation(s)
- Jia Qiao
- School of Health Sciences, Wuhan University, Wuhan, China
| | - Jing Xu
- School of Health Sciences, Wuhan University, Wuhan, China
| | - Lu Li
- School of Health Sciences, Wuhan University, Wuhan, China
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Roepke A, D'Ambrosia S, Harmon M, Frasso R. Does it make a difference? Exploring the value of combining public health and nursing education. J Prof Nurs 2020; 37:261-267. [PMID: 33867078 DOI: 10.1016/j.profnurs.2020.12.007] [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: 07/24/2020] [Indexed: 11/17/2022]
Abstract
BACKGROUND Within the evolving United States healthcare system, there is a need to strengthen the public health nursing workforce. Historical and more recent trends within nursing education have demonstrated this need. Nurses who obtain a Master of Public Health (MPH) contribute to this workforce's development. PURPOSE This study aimed to describe nurses' educational and professional experiences with an MPH and better understand how professionals use this combination in practice. METHODS This study utilized a phenomenological, qualitative research method. Researchers interviewed 11 nurses with an MPH via the telephone. The researchers independently coded the interview transcripts and developed a codebook. Qualitative analysis facilitated the emergence of subsequent themes. RESULTS Four themes emerged: (1) educational pathway decisions, (2) education experience, (3) role in the workforce, and (4) nursing and public health in practice. Participants worked in a variety of settings, including primary care, academia, and administration. All participants reported utilizing their nursing and public health skills and described the actual integration of these skills in the workplace. CONCLUSION These findings suggest that nurses with an MPH value the education and report being better equipped to promote health on both the individual and community levels.
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Affiliation(s)
- Abbey Roepke
- 2300 Pine Street Apt 8A, Philadelphia, PA 19103, United States of America.
| | - Sarah D'Ambrosia
- 2300 Pine Street Apt 8A, Philadelphia, PA 19103, United States of America
| | - Monica Harmon
- 2300 Pine Street Apt 8A, Philadelphia, PA 19103, United States of America
| | - Rosie Frasso
- 2300 Pine Street Apt 8A, Philadelphia, PA 19103, United States of America
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