Interprofessional Simulation Learning with Nursing and Pharmacy Students: A Qualitative Study

Paul, Pauline; Olson, Joanne; Sadowski, Cheryl A; Parker, Brian; Alook, Angele; Jackman, Deirdre; Cox, Cheryl; MacLennan, Stewart

doi:10.17483/2368-6669.1011

Cited by 11 publications

(17 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These fi ndings are consistent with several systematic reviews (Hammick, Freeth, Koppel, Reeves, & Barr, 2007;Lapkin, Levett-Jones, & Gilligan, 2013;Reeves et al, 2010;Reeves et al, 2012). Additionally, several of the reviewed studies were based on one-time interventions or voluntary extracurricular activities (Ateah et al, 2011;Cooper et al, 2009;Fortugno et al, 2013;Joyal et al, 2015;Meff e et al, 2012;Paul et al, 2014;Salvatori et al, 2007).…”

Section: Discussionsupporting

confidence: 85%

“…Effi cacy was understood to include perceptual changes about other professionals, improvements in communication, and ideas and strategies about teamwork (Ateah et al, 2011;Bilodeau et al, 2010;Cooper et al, 2009;Fortugno et al, 2013;Joyal et al, 2015;Meff e et al, 2012;Paul et al, 2014;Salvatori et al, 2007;Sommerfeldt et al, 2011;Vanderzalm et al, 2013). These fi ndings are consistent with several systematic reviews (Hammick, Freeth, Koppel, Reeves, & Barr, 2007;Lapkin, Levett-Jones, & Gilligan, 2013;Reeves et al, 2010;Reeves et al, 2012).…”

Section: Discussionsupporting

confidence: 57%

“…Strategies identifi ed as facilitators of J P C O E . n e t A r t i c l e I n t e r p r o f e s s i o n a l E d u c a t i o n i n C a n a d i a n N u r s i n g P r o g r a m s 6 interprofessional learning included patient care simulation activities (Joyal et al, 2015;Paul et al, 2014), modelling, and other supportive learning strategies (Ruiz et al, 2013). Factors reported to enhance IPE were faculty development, faculty champions, and administrative supports and resources (Basran et al, 2012;Bilodeau et al, 2010;Graybeal et al, 2010;Ho et al, 2008;Ruiz et al, 2013;Sommerfeldt et al, 2011;Vanderzalm et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…An exploratory descriptive ethnographic study investigated the experiences of nursing and pharmacy students who took part in three simulation learning activities over a six-hour period during their fi nal year (Paul, Olson, Sadowski, Parker, & Alook, 2014). The focus of the study was to determine how the interprofessional simulation learning experience assisted the students in learning both discipline-specifi c and interprofessional skills.…”

Section: Ipe and Nursing Curricula Since 2012mentioning

confidence: 99%

See 3 more Smart Citations

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

Donato

Lightfoot

Carter

et al. 2016

JPCOE

View full text Add to dashboard Cite

In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved varies substantially. This paper explores how IPE has been integrated within Canadian nursing programs. Implications for the continuing education of nurses and other health professionals in order to achieve excellence in interprofessional practice are also considered.

show abstract

Section: Discussionsupporting

confidence: 85%

Section: Discussionsupporting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Section: Ipe and Nursing Curricula Since 2012mentioning

confidence: 99%

See 2 more Smart Citations

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

Donato

Lightfoot

Carter

et al. 2016

JPCOE

View full text Add to dashboard Cite

show abstract

“…This type of adult learning is being used with pharmacy students [29] and nursing students [30] and in medical education [31] to encourage students to reflect on their own actions or assumptions [32]. Methods that have been successfully implemented include pharmacy students observing other allied health students in patient simulations [33], explorations of medical students reactions and perceptions after seeing photographs of patients from lower socioeconomic groups [34], and nursing students who spent time with mental health patients in the classroom rather than in a clinical setting [30]. Progression from a student to a health professional relies on experiential learning and participation.…”

Section: Discussionmentioning

confidence: 99%

Nutrition Practice and Knowledge of First-Year Medical Students

Perlstein

McCoombe

Macfarlane

et al. 2017

Journal of Biomedical Education

View full text Add to dashboard Cite

Objectives. To compare the knowledge of Australian dietary recommendations to the dietary practices of first-year medical students. Design. Over a period of four years, anonymous online surveys were completed by medical students attending a first-year nutrition lecture. Background. There is little information on the nutritional knowledge and dietary practices of medical students. Setting. First-year postgraduate university medical students, Geelong, Victoria, Australia. Participants. Between the years 2012 and 2016, 32%-61% of first-year students completed the survey. Phenomenon of Interest. Student's knowledge of dietary guidelines and related practices. Analysis. The frequency of response was assessed across the different year cohorts using descriptive statistics. Results. Between 59% and 93% of first-year students correctly identified the recommended daily servings for fruit, and between 61% and 84% knew the vegetable recommendations. In contrast only 40%-46% met the guidelines for fruit and 12%-19% met the guidelines for vegetables. Conclusions and Implications. Discrepancies between students' nutrition knowledge and behavior can provide learning opportunities. With low rates of fruit and vegetable consumption in medical students, increased awareness of links between nutrition and health, together with encouragement to make behavioral changes, may increase the skills of graduates to support patients in improving dietary intake.

show abstract

Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students

Burford

Grieg

Kelleher

et al. 2023

Health Science Reports

View full text Add to dashboard Cite

Background and Aims Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students. Methods Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants' own and other professional groups. Thematic analysis was carried out on transcripts. Results The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care. Conclusion Recognizing “psychological fidelity” as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation.

show abstract

Interprofessional Simulation Learning with Nursing and Pharmacy Students: A Qualitative Study

Cited by 11 publications

References 24 publications

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

Interprofessional Education in Canadian Nursing Programs and Implications for Continuing Education

Nutrition Practice and Knowledge of First-Year Medical Students

Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students

Contact Info

Product

Resources

About