Multidimensional evaluation of interprofessional collaboration in a disaster simulation

West, Courtney; Zhou, Yuanyuan; Landry, Karen; Watzak, Bree; Graham, Lori

doi:10.1016/j.xjep.2018.05.002

Cited by 2 publications

(4 citation statements)

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“…IPE objectives of each phase of the activity: planning, team building, the simulation, and debriefing (Table 2) have been evaluated and results submitted for publication. 9 Participants’ comments from the evaluative surveys are grouped into categories and shared with the planning committee. For example, participants identified a “need for additional training for [volunteer] patients,” “better defined roles and expectations [for student participants],” and “more variation with case scenarios.” This information is utilized to inform planning and practice for the next Disaster Day.…”

Section: Introductionmentioning

confidence: 99%

Simulated Disaster Day

et al. 2016

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Summary Statement Disaster Day is a simulation event that began in the College of Nursing and has increased exponentially in size and popularity over the last eight years. The evolution has been the direct result of reflective practice and dedicated leadership in the form of students, faculty, and administration. Its development and expansion into a robust interprofessional education activity is noteworthy as it gives healthcare professions students an opportunity to work in teams to provide care in a disaster setting. The “authentic” learning situation has enhanced student knowledge of roles and responsibilities and appears to increase collaborative efforts with other disciplines. The lessons learned and modifications made in our Disaster Day planning, implementation, and evaluation processes are shared in an effort to facilitate best practices for other institutions interested in a similar activity.

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Section: Introductionmentioning

confidence: 99%

Simulated Disaster Day

et al. 2016

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“…[20][21][22] Self-evaluation, on the other hand, has been examined in medical education, [23][24][25][26] but fewer investigations were noted in interprofessional education. 27,28 In Reinders and Krijnen's 3 study, they examined how interprofessional identity influences outcomes such as group effort and interprofessional direction. Although they established promising results on the interprofessional identity in IPE that can influence the said outcomes, further examination of other related variables can benefit the literature and practice of IPE.…”

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confidence: 99%

“…Self-evaluation, on the other hand, has been examined in medical education, [23][24][25][26] but fewer investigations were noted in interprofessional education. 27,28 In Reinders and Krijnen's 3 study, they examined how interprofessional identity influences outcomes such as group.…”

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confidence: 99%

“…Furthermore, the role of goal‐setting in interprofessional education has been recognised 20–22 . Self‐evaluation, on the other hand, has been examined in medical education, 23–26 but fewer investigations were noted in interprofessional education 27,28 . In Reinders and Krijnen's 3 study, they examined how interprofessional identity influences outcomes such as group effort and interprofessional direction.…”

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confidence: 99%

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