An Innovative Teaching Model Using Intraprofessional Simulations

Abstract

Nursing programs are challenged to develop innovative approaches for admitting more students while providing a quality education that prepares them for safe practice. A clinical teaching model using simulation was developed as an innovative way to improve intraprofessional collaboration among junior- and senior-level nursing students. Students enrolled in Adult Health, Critical Care, and Management clinical courses rotate into the simulation lab throughout the semester. These experiences, with modified standardized simulations and simulations developed by faculty, have assisted students with teamwork, effective communication skills, delegation, and prioritization of care.

A systematic scoping review of teaching and evaluating communications in the intensive care unit

“…Whilst Kirkpatrick's Hierarchy offers a viable framework for assessing trainees' progress (Boothby, Gropelli, & Succheralli, 2018;Roze des Ordons et al, 2017), ICU training programmes may also keep in mind the various outcomes measures listed previously in Table 3 when designing assessment tools. These tools should conscientiously account for perspectives offered by trainers, standardised patients and family members involved in the evaluation process and should consider benefits and repercussions of their communication abilities to patients, families and the ICU multidisciplinary team (Aslakson, Randall Curtis, & Nelson, 2014;Awdish et al, 2017;Blackhall et al, 2014;D.…”

“…Likewise, it is pivotal that trainers should undergo rigorous training (Berlacher et al, 2017;Roze des Ordons et al, 2017) and are granted protected time for this undertaking (Boothby et al, 2018;Happ et al, 2010;Roze des Ordons et al, 2017). In order to ensure that quality and up-to-date skills and knowledge are transferred down the line, it is posited that trainers should also be holistically and longitudinally assessed alongside their charges (Roze des Ordons et al, 2017).…”

“…All rights reserved. Problem solving/conflict management/facing challenges (Berlacher et al, 2017;Blackhall et al, 2014;Boothby et al, 2018;Krimshtein et al, 2011;Milic et al, 2015;Miller et al, 2018;Roze des Ordons et al, 2017;Smith et al, 2013) Frameworks for good communication -Ask-Tell-Ask -"Tell Me More" -"SBAR" -Situation, Background, Assessment, Recommendation: to share information obtained in discussions with patients or family members with other HCPs -"3Ws" -What I see, What I'm concerned about, and What I want -Four-Step Assertive Communication Tool -get attention, state the concern (eg, "I'm concerned about…" or "I'm uncomfortable with…"), offer a solution, and get resolution by ending with a question (eg, "Do you agree?") -"4 C's" palliative communication (Blackhall et al, 2014;D.…”

“…-Eg. Offering organ donation (Akgun & Siegel, 2012;DeMartino et al, 2016;Hope et al, 2015;Roze des Ordons et al, 2017;) Cultural/spirituality/religious issues (Berlacher et al, 2017;Boothby et al, 2018;Northam et al, 2015) Leadership (D. A. Boyle et al, 2017 Roles and responsibilities in communication with patients and families (Krimshtein et al, 2011;Milic et al, 2015) Discussing patient safety incidents (Roze des Ordons et al, 2017) Integration of 5 common behaviour theories: health belief model, theory of planned behaviour, social cognitive theory, an ecological perspective, and transtheoretical model (W. G. Anderson et al, 2017) Law (Akgun & Siegel, 2012) Copyright © 2021 TAPS. All rights reserved.…”

“…Boyle et al, 2016;D. A. Boyle & Anderson, 2015;DeMartino et al, 2016;Krimshtein et al, 2011;McCallister et al, 2015;Milic et al, 2015;Shannon et al, 2011;Smith et al, 2013;Sullivan et al, 2016;Tamerius, 2013) Use of simulation technology such as with mannequins (n=6) (Boothby et al, 2018;Karlsen et al, 2017;Sanchez Exposito et al, 2018;Sandahl et al, 2013;Turkelson et al, 2017) Group discussions, group reflections and team-based learning (n=7) (Awdish et al, 2017;Fins & Solomon, 2001;Krimshtein et al, 2011;Lorin et al, 2006;Milic et al, 2015;Smith et al, 2013) Case presentations, case discussions and patient care conferences (n=4) (Fins & Solomon, 2001;Happ et al, 2010;Happ et al, 2015;Hope et al, 2015) Online videos (n=3) (Happ et al, 2010;Happ et al, 2015;Turkelson et al, 2017) Online PowerPoint slides (n=3) (Happ et al, 2010;Happ et al, 2015;J. Yuen & Carrington Reid, 2011) Did not specify (n=9) (Aslakson et al, 2014;D.…”