Assessing team communication with patients’ families: Findings from utilizing the Communication Assessment Tool—Team (CAT-T) in an interprofessional error disclosure simulation

Ottis, Erica J.; Luetkenhaus, Katie; Micheas, Lada; Dyer, Carla

doi:10.1016/j.pec.2021.02.038

Cited by 3 publications

(10 citation statements)

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“…34 Repeated approaches to the Sim-IPE provided opportunity for learners to apply and hone their BBN skills. 44 Despite the acceptability by many students of Sim-IPE to teach them how to break bad news, some learners wanted to maintain professional identities and associated roles by learning BBN skills uniprofessionally, thereby maintaining professional distance and acquiring skills that would allow them to practice independently from others. 43 Although Sim-IPE was favored by many learners in the included studies, there were less desirable elements identified.…”

Section: Discussionmentioning

confidence: 99%

“…The value of using SPs to facilitate learners' development of collaboration, communication, and teamwork skills while BBN was the focus of 2 studies. 35,37 Seven studies (53.8%) 30,36,37,[42][43][44][45] noted that students' demonstration of their ability to break bad news and/or collaborate was evaluated via feedback from SPs, student peers, and/or facilitators, or through the use of evaluation instruments.…”

Section: Study Aimsmentioning

confidence: 99%

“…In keeping with the IP competency theme, the aim of another study 43 was to have students challenge role misconceptions between learners from different professions, a key component in role clarity. 43 Methodologies There were a range of methodologies and designs employed in the included studies: pre/post surveys 30,32,33,35,38,42,45 qualitative, 43 feasibility, 31,34 mixed methods, 34,35,37,38 cross-sectional, 30 quality improvement, 44 and methodological triangulation. 36 Seven studies (53.8%) employed a pre/post survey design.…”

Section: Study Aimsmentioning

confidence: 99%

“…The Communication Assessment Tool for use in team settings 49 was used to assess IP communication effectiveness in a quality improvement study. 44 Evaluation of learners' capability to break bad news was conducted using the survey of student perceptions of their ability to deliver difficult news (SPIKES protocol; setting, patient's perception, invitation, knowledge, exploring/empathy, strategy/summary) 50 in 2 studies. 33,42 When students were evaluated on their ability to break bad news, the studies described using tools created by the research teams.…”

Section: Study Aimsmentioning

confidence: 99%

“…32 No BBN or IPE theoretical frameworks were noted in 6 (46.2%) of the included studies. 30,[35][36][37][38]44…”

Section: Breaking Bad News or Interprofessional Education Theoretical...mentioning

confidence: 99%

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Interprofessional collaboration between health professional learners when breaking bad news: a scoping review of teaching approaches

Lackie,

Miller,

Brown

et al. 2024

JBI Evidence Synthesis

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Objective: The objective of this scoping review was to examine teaching approaches used to teach interprofessional health professional learners how to break bad news collaboratively. Introduction: When breaking bad news, health professionals must be equipped to deliver it skillfully and collaboratively; however, the literature shows that this skill receives little attention in program curricula. Consequently, health professionals can feel inadequately prepared to deliver bad news, which may lead to increased burnout, distress, and compassion fatigue. Inclusion criteria: Studies that describe teaching approaches used to teach learners how to break bad news collaboratively were considered for inclusion. Studies must have included 2 or more undergraduate and/or postgraduate learners working toward a professional health or social care qualification/degree at a university or college. Studies including lay, complementary and alternative, or non-health/social care learners were excluded. Due to the primary language of the research team, only English articles were included. Methods: The JBI 3-step process was followed for developing the search. Databases searched included MEDLINE (Ovid), CINAHL (EBSCOhost), Embase, Education Resource Complete (EBSCOhost), and Social Work Abstracts (EBSCOhost). The initial search was conducted on February 11, 2021, and was updated on May 17, 2022. Title and abstract screening and data extraction were completed by 2 independent reviewers. Disagreements were resolved through discussion or with a third reviewer. Results are presented in tabular or diagrammatic format, together with a narrative summary. Results: Thirteen studies were included in the scoping review, with a range of methodologies and designs (pre/post surveys, qualitative, feasibility, mixed methods, cross-sectional, quality improvement, and methodological triangulation). The majority of papers were from the United States (n=8; 61.5%). All but 1 study used simulation-enhanced interprofessional education as the preferred method to teach interprofessional cohorts of learners how to break bad news. The bulk of simulations were face-to-face (n=11; 84.6%). Three studies (23.1%) were reported as high fidelity, while the remainder did not disclose fidelity. All studies that used simulation to teach students how to break bad news utilized simulated participants/patients to portray patients and/or family in the simulations. The academic level of participants varied, with the majority noted as undergraduate (n=7; 53.8%); 3 studies (23.1%) indicated a mix of undergraduate and graduate participants, 2 (15.4%) were graduate only, and 1 (7.7%) was not disclosed. There was a range of health professional programs represented by participants, with medicine and nursing equally in the majority (n=10; 76.9%). Conclusions: Simulation-enhanced interprofessional education was the most reported teaching approach to teach interprofessional cohorts of students how to break bad news collaboratively. Inconsistencies were noted in the language used to describe bad news, use of breaking bad news and interprofessional competency frameworks, and integration of interprofessional education and simulation best practices. Further research should focus on other interprofessional approaches to teaching how to break bad news, how best to incorporate interprofessional competencies into interprofessional breaking bad news education, whether interprofessional education is enhancing collaborative breaking bad news, and whether what is learned about breaking bad news is being retained over the long-term and incorporated into practice. Future simulation-specific research should explore whether and how the Healthcare Simulation Standards of Best Practice are being implemented and whether simulation is resulting in student satisfaction and enhanced learning.

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Section: Discussionmentioning

confidence: 99%