Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study

Rossler, Kelly L.; Kimble, Laura P.

doi:10.1016/j.nedt.2015.08.018

Cited by 47 publications

(24 citation statements)

References 25 publications

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“…Collaborative practices stand out as one of the assumptions for carrying out joint work (13)(14) , promoting and enabling teamwork through integration of agents, knowledge, and actions (13) . In the context of sharing, collaboration and teamwork favor quality care to patients (15)(16) . Contrary to what was proposed by the authors, the results indicated situations of collaboration in a context of little mutual assistance and limited joint work, elements that hinder multiprofessional teamwork.…”

Section: () the Patient Ends Up Injured He Should Have A Better Smentioning

confidence: 99%

Teamwork in a coronary care unit: facilitating and hindering aspects

Goulart

Camelo

Simões

et al. 2016

Rev. esc. enferm. USP

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Objective:To identify, within a multidisciplinary team, the facilitating and hindering aspects for teamwork in a coronary care unit. Method: A descriptive study, with qualitative and quantitative data, was carried out in the coronary care unit of a public hospital. The study population consisted of professionals working in the unit for at least one year. Those who were on leave or who were not located were excluded. The critical incident technique was used for data collection, by means of semi-structured interviews. For data analysis, content analysis and the critical incident technique were applied. Results: Participants were 45 professionals: 29 nursing professionals; 11 physicians; 4 physical therapists; and 1 psychologist. A total of 49 situations (77.6% with negative references); 385 behaviors (54.2% with positive references); and 182 consequences emerged (71.9% with negative references). Positive references facilitate teamwork, whereas negative references hinder it. A collaborative/communicative interprofessional relationship was evidenced as a facilitator; whereas poor collaboration among agents/inadequate management was a hindering aspect. Conclusion: Despite the prevalence of negative situations and consequences, the emphasis on positive behaviors reveals the efforts the agents make in order to overcome obstacles and carry out teamwork.

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Section: () the Patient Ends Up Injured He Should Have A Better Smentioning

confidence: 99%

Teamwork in a coronary care unit: facilitating and hindering aspects

Goulart

Camelo

Simões

et al. 2016

Rev. esc. enferm. USP

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“…Opportunities Results of this study are consistent with previous studies where students were ready to engage in IPL (Rossler & Kimble, 2016). However, there was no statistically significant relationship between age, gender, years of experience and readiness levels for each profession and overall.…”

Section: Implications For Practicesupporting

confidence: 87%

Assessing Readiness for Interprofessional Learning about Sepsis among Registered Nurses, Physicians, and Respiratory Therapists in a Community Hospital

Choy¹

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Interprofessional teamwork and education have been advanced as methods to address the complexities of patient care (National Academy of Medicine [NAM], 2011[NAM], -2013. One area needing further exploration is health care professionals' readiness to learn together in the acute care setting. The application of interprofessionalleaming (IPL) focused on sepsis education and improvement in sepsis outcomes in a community hospital has not been fully assessed. This descriptive, quantitative study explored interprofessional readiness to learn, perceptions of professional identity, and understanding of roles and responsibilities, by examining three subgroups. Registered nurses (n = 52), physicians (n = 29), and respiratory therapists (n = 30) were assessed using the Readiness for Interprofessional Learning Scale (RIPLS). No statistically significant difference was observed in readiness level for IPL among the three subgroups. There was no relationship between age, gender, years of experience, and readiness level. This study provided a foundation that the subgroups studied were ready for IPL, therefore making IPL a viable option for curriculum development such as sepsis education.

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“…SBE has been shown to be an effective method for learning a range of physiotherapy skills, including hands-on (2,(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19) and interdisciplinary skills (including teamwork and communication). (20)(21)(22)(23)(24)(25)(26)(27) Up to 25% of clinical placement experiences may be replaced by SBE without compromising student learning. (28,29) Changes to student attitudes have also been reported following SBE, (30)(31)(32)(33) including improved motivation to learn (30) and improved awareness of physiotherapy core values.…”

Section: This Professional Practice Component Is Required For Programmentioning

confidence: 99%

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

Hough

Levan

Steele

et al. 2019

Preprint

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Physiotherapy students have limited opportunities to develop competency in paediatric physiotherapy due to the lack of paediatric clinical placements. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p<0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion: SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

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Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study

Cited by 47 publications

References 25 publications

Teamwork in a coronary care unit: facilitating and hindering aspects

Teamwork in a coronary care unit: facilitating and hindering aspects

Assessing Readiness for Interprofessional Learning about Sepsis among Registered Nurses, Physicians, and Respiratory Therapists in a Community Hospital

Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

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