Interprofessional Education: A Multi-patient, Team-Based Intensive Care Unit Simulation

Watts, Penni; Langston, Summer B.; Brown, Michelle; Prince, Charlie; Belle, April; Skipper, Mark Wayne; King, Jerry P.; Moss, Jacqueline

doi:10.1016/j.ecns.2014.05.004

Cited by 15 publications

(10 citation statements)

References 8 publications

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“…Collaboration as an important construct, in particular, denotes a ‘higher level process that encompasses many frequently studied constructs such as, cooperation, teamwork, and coordination” [23]. These interprofessional competencies along with collaboration, reveal the urgency and necessity for Interprofessional Education (IPE) and Learning (IPL) to resolve the persisting professional silos towards team-based relations in the healthcare settings [3–5,8,24–26], and prevent practice-related errors and negative outcomes leading to compromised safety [27–29] of patients in the healthcare field. Notably, interprofessional learning mostly occurs in a CPD [30,31] or specifically Continuing Interprofessional Education (CIPE) [32] events.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

et al. 2019

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IntroductionInterprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome.MethodsA one-group post-posttest pre-experimental design with tool development was employed to establish the validity and reliability of the “Inventory of Reflective Vignette–Interprofessional Learning” (IRV-IPL). This tool was developed from an extensive literature review and designed with three segments to assess interprofessional competencies before, after, and what if scenarios using vignettes. After it was validated by education experts (n = 5) and written consent forms were signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10) for analysis and improvement. During the actual implementation, it was administered to healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected data underwent validity and reliability testing.ResultsIRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α = 0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling prior interprofessional competencies, and predictive validity in estimating interprofessional learning as an outcome of CPD and alternative interventions.ConclusionThis study provided a piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies are essential to explore the educational utility of IRV framework in crafting relevant assessments and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.

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Section: Introductionmentioning

confidence: 99%

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

et al. 2019

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“…2 , 5 , 11 • Utilize Sim-IPE champions and stakeholders throughout the development, planning, and implementation processes. 28 • Review and ensure adequate resources including financial support, simulation space, equipment, supplies, time, support for staff/simulationists, and a budget plan to ensure sustainability, as Sim-IPE can be resource intensive. 5 , 25 , 29 • Provide formal education and training to effectively utilize Sim-IPE.…”

Section: Criteria Necessary To Meet This Standardmentioning

confidence: 99%

“…Determine if the simulation-based experience meaningfully involves all learners 28. • Ensure current and future practice relevance.…”

mentioning

confidence: 99%

Healthcare Simulation Standards of Best PracticeTM Simulation-Enhanced Interprofessional Education

Rossler¹,

Molloy²,

Pastva³

et al. 2021

Clinical Simulation in Nursing

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“…Complex simulations involving multiple patients and professions are powerful events in supporting learners gaining skills in teamwork, role clarity, and resource utilization. 11 Debrief While scenarios must be designed to promote the use of techniques and teamwork, the majority of learning occurs after the simulation is over, during the debriefing phase of the experience. Debriefing is an opportunity for learners to reflect on their performance in a safe learner-centered environment.…”

Section: Case Scenariomentioning

confidence: 99%

Primer on Interprofessional Simulation for Clinical Laboratory Science Programs: A Practical Guide to Structure and Terminology

Brown

Watts

2016

Clin Lab Sci

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Interprofessional Education: A Multi-patient, Team-Based Intensive Care Unit Simulation

Cited by 15 publications

References 8 publications

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

Healthcare Simulation Standards of Best PracticeTM Simulation-Enhanced Interprofessional Education

Primer on Interprofessional Simulation for Clinical Laboratory Science Programs: A Practical Guide to Structure and Terminology

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