Advanced Cardiac Life Support Training in Interprofessional Teams of Undergraduate Nursing and Medical Students Using Mannequin-Based Simulation

Webster, Craig; Hallett, Charlene; Torrie, Jane; Verstappen, Antonia; Barrow, Mark; Moharib, Magdi M.; Weller, Jennifer

doi:10.1007/s40670-017-0523-0

Cited by 10 publications

(11 citation statements)

References 33 publications

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“…Urgent and Immediate Care Week (UIPCW) is an initiative that arose from strong evidence around effectiveness of simulation and situated practice [ 6 , 10 , 13 – 15 ]. UIPCW is a compulsory four day course for final year medical, nursing and pharmacy students from the University of Auckland (UOA), Auckland University of Technology (AUT), Manukau Institution of Technology (MIT) and Unitec Institute of Technology (UIT).…”

Section: Methodsmentioning

confidence: 99%

Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training

et al. 2020

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Section: Methodsmentioning

confidence: 99%

Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training

et al. 2020

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“…Sub-groups analyses were conducted after a significant overall effect was found, using Holm-Bonferroni correction to control for multiple comparisons. Qualitative data comprised transcripts of 40 interviews made by pharmacy student researchers-these underwent inductive thematic analysis using NVivo 11 (QSR International, Melbourne, Australia) [7]. Transcripts first underwent coding for instances of interprofessional insight and problem solving, consistent with interview questions in Table A2.…”

Section: Discussionmentioning

confidence: 99%

“…We aimed to recruit forty students into the study-this number was chosen to allow the collection of sufficient quantitative data for the detection of significant changes in numeric scores, and sufficient qualitative data to allow the meaningful identification of themes [7]. Of the 40 students recruited, ten each from pharmacy and medicine, respectively, were to be allocated to complete the VP alone.…”

Section: Methodsmentioning

confidence: 99%

“…To meet the learning needs of students and educational institutions, the use of simulation to imitate real patients and clinical cases has become widespread in medical education [1,6,7]. Several systematic reviews have unequivocally shown that technology-based simulation training improves outcomes across an array of clinical areas [6].…”

Section: Introductionmentioning

confidence: 99%

“…Several systematic reviews have unequivocally shown that technology-based simulation training improves outcomes across an array of clinical areas [6]. In interprofessional learning (IPL), simulations are effective in developing a wide range of skills in learners, including non-technical skills, such as communication, teamwork, leadership and insight into others' skills and roles [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

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Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning

et al. 2019

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“Ready to Practice?”(R2P) is a virtual patient simulation designed for undergraduate medical and pharmacy students. After initial prototyping, R2P developed into a screen-based virtual patient (VP) simulation with an intuitive interface using photorealistic images of people and places with speech bubbles and decision menus. We describe the design of the VP, findings from student experiences with the software, and the potential of VPs for interprofessional learning. We used a mixed methods study to assess students’ perceptions of the VP as a learning tool. Qualitative data were gathered using semi-structured interviews and observations, and quantitative data through the Readiness for Interprofessional Learning Scale (RIPLS) and an evaluation questionnaire. Overall, participants showed significantly improved RIPLS scores after participation in the simulation (78.78 to 82.25, p < 0.0001), including in the Positive Professional Identify domain (p < 0.001). Students also showed significant improvement in RIPLS scores in the Teamwork and Collaboration domain when pharmacy and medical students were working together in interprofessional pairs (40.75 to 43.00, p < 0.006) but not when working alone (n.s.). Five themes emerged from interviews where participants identified specific interprofessional insights into each other’s roles and skills. Students found the VP engaging and valuable for their learning and their understanding of teamwork.

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Interprofessional Simulation–Based Advanced Cardiac Life Support Training: Video-Based Observational Study

Lau

Chee

Hamid

et al. 2019

Clinical Simulation in Nursing

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Advanced Cardiac Life Support Training in Interprofessional Teams of Undergraduate Nursing and Medical Students Using Mannequin-Based Simulation

Cited by 10 publications

References 33 publications

Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training

Performativity, identity formation and professionalism: Ethnographic research to explore student experiences of clinical simulation training

Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning

Interprofessional Simulation–Based Advanced Cardiac Life Support Training: Video-Based Observational Study

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