Simulation, an Educational Approach to Foster Collaborative Interdisciplinary Education.

Dillon, Patricia; Noble, Kim A.; Kaplan, L.I.

doi:10.1097/01266021-200700210-00061

Cited by 32 publications

(53 citation statements)

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“…9 In one study, participation of 14 medical students and 68 nursing students in a mock code scenario followed by a debriefing resulted in significant improvement in scores on collaboration for both groups. 9 In another study, 19 medical students and 41 nursing students, were grouped into teams to participate in either a high-fidelity simulation of a mock code or a roundtable discussion of the same scenario. Both groups of students agreed that the experience broadened their understanding of interprofessional communication skills and better defined their roles on a team.…”

Section: Introductionmentioning

confidence: 99%

Use of High-Fidelity Simulation to Teach End-of-Life Care to Pharmacy Students in an Interdisciplinary Course

Gilliland

Frei

McNeill

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To assess the effect of high-fidelity simulation on pharmacy students' attitudes and perceived competencies in providing end-of-life care in an interdisciplinary palliative care course. Design. Thirty pharmacy students participated in a high-fidelity simulation of the 15 minutes before and 15 minutes after the death of a patient with end-stage renal disease. Assessment. Students completed the Attitudes Toward Death Survey and the End of Life Competency Survey prior to and after experiencing the simulation. A reflections journal exercise was used to capture post-simulation subjective reactions, and a course evaluation was used to assess students' satisfaction with the simulation experience. Students' post-simulation attitudes toward death significantly improved compared to pre-simulation attitudes and they felt significantly more competent to take care of dying patients. Students were satisfied with this teaching method. Conclusion. High-fidelity simulation is an innovative way to challenge pharmacy students' attitudes and help them with knowledge acquisition about end-of-life care.

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Section: Introductionmentioning

confidence: 99%

Use of High-Fidelity Simulation to Teach End-of-Life Care to Pharmacy Students in an Interdisciplinary Course

Gilliland

Frei

McNeill

et al. 2012

American Journal of Pharmaceutical Education

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“…The posttest scores for collaboration and nursing autonomy were found to be statistically significant in the medical student group (Dillon, Noble & Kaplan, 2009 …”

Section: Teamwork and Collaborationmentioning

confidence: 92%

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

Cabaniss

2014

Teaching and Learning in Nursing

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This study described the extent to which Alabama associate degree nursing faculty, implementing a standardized curriculum, implement the Quality and Safety Education in Nursing (QSEN) selected competencies of safety and teamwork and collaboration. Full-time nursing faculty with a minimum of three years teaching in the Alabama Community College System associate degree schools of nursing participated in a web survey. The survey instrument was created to incorporate the two selected QSEN competencies' knowledge, skills, and attitude statements.The participants were predominantly female holding a master's degree in nursing with teaching responsibilities in both the classroom and clinical setting and had ten years of teaching experience on average. Faculty were asked to identify the hours of direct classroom and clinical instruction dedicated to each knowledge and skill statement and rate the attitude statements in relation to importance of inclusion in the curriculum.The data reflected inconsistencies between hours of instruction and the importance rating for each attitude statement. The findings of this study did not indicate QSEN knowledge, skills, or attitudes had current widespread inclusion in the Alabama associate degree nursing curriculum.This was the first study to explore evidence of the QSEN knowledge, skill, and attitude statements within the Alabama standardized curriculum. Implications from this study suggest the concepts of quality and safety, though familiar to faculty, are not identifiable nor taught at the complexity level which relates to 1) safety and 2) teamwork and collaboration. A review of the state-wide curriculum may be warranted. iii LIST OF ABBREVIATIONS AND SYMBOLS

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“…The author's own work was excluded on the grounds that the work focused on the tool used rather than the development of the student nurses attitudes and values [24]. Two papers [25,26] failed to highlight the analysis approach or the position of the researcher, as these aspects should be clearly reported in qualitative studies. In total twenty nine papers were taken forward within the synthesis.…”

Section: Discussionmentioning

confidence: 99%

“…Compliance stage occurred in IPL and simulation activities that were mainly based on 1 event [10,25,47,48] with the authors acknowledging early progressive attitudes, weakening rapidly if not repeated. However activities incorporating blended learning were available for use over longer periods of time (4 weeks to a whole course), yet still only led to compliance stage development [46,[49][50][51].…”

Section: The Activity Was Immersive or Repeated Frequently Over 6 Weeksmentioning

confidence: 99%

vChanging Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities

Stephens

2016

J Nurs Care

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Simulation, an Educational Approach to Foster Collaborative Interdisciplinary Education.

Cited by 32 publications

References 0 publications

Use of High-Fidelity Simulation to Teach End-of-Life Care to Pharmacy Students in an Interdisciplinary Course

Use of High-Fidelity Simulation to Teach End-of-Life Care to Pharmacy Students in an Interdisciplinary Course

Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs

vChanging Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities

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