Start Date
10-29-2016 2:00 PM
End Date
10-29-2016 3:00 PM
Description
Purpose: The purpose of this study is to analyze the impact of an interprofessional pediatric end-of life simulation for medical students, nursing students, pharmacy students, and public health students.
Background: Simulation allows healthcare professionals to work and learn side by side as they do in actual patient-care situations. Previous studies have confirmed the effectiveness of high-fidelity simulation in improving nursing students’ and medical students’ knowledge and communication skills (Alinier et al., 2006). Thoughtfully designed educational programs can help students of health professions develop interprofessional competencies and capacities, including values and ethics, roles and responsibilities, interprofessional communication, and teamwork (Interprofessional Education Collaborative Expert Panel, 2011).
Intervention: The pediatric end-of-life simulations will include two high fidelity simulations and discussions. An experimental design will be used in which all students will participate in the two simulations. Pre and posttest data will be collected using the TeamSTEPPS® 2.0 Team Performance Observation Tool, The TeamSTEPPS® 2.0 Teamwork Attitudes Questionnaire (T-TAQ), and The TeamSTEPPS® 2.0 Teamwork Perceptions Questionnaire (T-TPQ). The control group will consist of students in the same disciplines that receive standard lecture content. These participants will also complete the survey instruments.
Relevance to Interprofessional Education: The improvement in attitudes toward interprofessional teamwork and role clarity will also transition into practice. Students will have a better understanding of the importance of collaboration in order to assure quality patient care.
Recommendations: If findings indicate that, regardless of profession, there is significant improvement in clinical knowledge which can be transpired into practice as well as an improvement in attitudes toward interprofessional teamwork and role clarity a curriculum change that includes these types of simulations is recommended. This curriculum change should then be investigated.
Measurable Learning Objectives:
1) Define methods of evaluating program and patient outcomes in assessing the effectiveness of interprofessional education and collaborative practice endeavors
2) Employ technology and social media to advance interprofessional education and collaborative practice
Included in
The Effects of Interprofessional Pediatric End-of-Life Simulation on Communication and Role Understanding in Health Professions Students: A Pharmacy Perspective
Purpose: The purpose of this study is to analyze the impact of an interprofessional pediatric end-of life simulation for medical students, nursing students, pharmacy students, and public health students.
Background: Simulation allows healthcare professionals to work and learn side by side as they do in actual patient-care situations. Previous studies have confirmed the effectiveness of high-fidelity simulation in improving nursing students’ and medical students’ knowledge and communication skills (Alinier et al., 2006). Thoughtfully designed educational programs can help students of health professions develop interprofessional competencies and capacities, including values and ethics, roles and responsibilities, interprofessional communication, and teamwork (Interprofessional Education Collaborative Expert Panel, 2011).
Intervention: The pediatric end-of-life simulations will include two high fidelity simulations and discussions. An experimental design will be used in which all students will participate in the two simulations. Pre and posttest data will be collected using the TeamSTEPPS® 2.0 Team Performance Observation Tool, The TeamSTEPPS® 2.0 Teamwork Attitudes Questionnaire (T-TAQ), and The TeamSTEPPS® 2.0 Teamwork Perceptions Questionnaire (T-TPQ). The control group will consist of students in the same disciplines that receive standard lecture content. These participants will also complete the survey instruments.
Relevance to Interprofessional Education: The improvement in attitudes toward interprofessional teamwork and role clarity will also transition into practice. Students will have a better understanding of the importance of collaboration in order to assure quality patient care.
Recommendations: If findings indicate that, regardless of profession, there is significant improvement in clinical knowledge which can be transpired into practice as well as an improvement in attitudes toward interprofessional teamwork and role clarity a curriculum change that includes these types of simulations is recommended. This curriculum change should then be investigated.
Measurable Learning Objectives:
1) Define methods of evaluating program and patient outcomes in assessing the effectiveness of interprofessional education and collaborative practice endeavors
2) Employ technology and social media to advance interprofessional education and collaborative practice