Simulation Using TeamSTEPPS to Promote Interprofessional Education and Collaborative Practice

Reed, Trent; Horsley, Trisha Leann; Muccino, Keith; Quinones, Donna; Siddall, Viva J.; McCarthy, Janet; Adams, W. M.

doi:10.1097/nne.0000000000000350

Cited by 26 publications

(25 citation statements)

References 26 publications

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“…Analysis of included articles demonstrated that the nursing profession was the most frequently represented (n = 27), 22‐48 followed by medicine (n = 20), 24,26,27,29,30,32,34‐36,38,40‐44,46‐50 and pharmacy (n = 14) 22,24‐26,28,29,31,41,43,44,50‐53 . A large number of studies were undertaken in the United States of America (n = 24), 22‐25,28‐33,36‐41,45,49‐52,54‐56 with a smaller number from Australia (n = 4), 34,43,57,58 Canada (n = 3) 53,59,60 and the United Kingdom (n = 2) 42,47 (see Appendix ).…”

Section: Resultsmentioning

confidence: 99%

Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

2021

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Objectives Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviours and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre‐licensure IPE intervention and provide guidance on which tool to use according to the focus of the intervention. Methods In July 2019, the following electronic databases were searched: MEDLINE, ERIC, CINHAL, EMBASE and NEXUS website. All studies involving pre‐licensure health care students exposed to an IPE intervention and undertook an assessment measuring student knowledge, skills, behaviour, or change in organisational practice or a benefit to patients were included. Studies that used tools relying on self‐assessment only were excluded. Constructive alignment of the IPE intervention with the assessment was evaluated and quality assessment of the studies and critical appraisal of the validity evidence for the tools was undertaken. Results From 9502 returned studies, 39 studies met the inclusion criteria and were analysed. These were rated as good in terms of methodological quality. Acquisition of knowledge was the most commonly assessed outcome, mainly with pre/post knowledge tests, followed by behaviour change, which was measured by a range of validated tools. Patient benefit was defined as change in clinical effectiveness, patient safety or patient satisfaction. Constructive alignment of the IPE aim with the assessment was limited due to issues with study reporting. Tools measuring behaviour change demonstrate mixed adherence to quality standards around reliability, validity and scales and scoring. Conclusions Various methods have been used to identify change following IPE; however, choosing the most appropriate tool to support and align with the aim of the IPE intervention is crucial. We have critically appraised the available tools and offered an indication of their quality. This has informed the production of a decision aid to support the selection of the appropriate IPE assessment tool depending on the purpose of the intervention. More studies using these tools in rigorous study designs are required to substantiate the evidence base.

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Section: Resultsmentioning

confidence: 99%

Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

2021

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“…An assortment of frameworks was used in the design of simulation interventions to teach interprofessional teamwork skills. The most common framework was The Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) (Brock et al, 2013;Fewster-Thuente, 2014;Hobgood et al, 2010;Horsley et al, 2016;Liaw, Siau, et al, 2014;Reed et al, 2017;Robertson et al, 2010). TeamSTEPPS is a curriculum designed for interprofessional health teams, focusing on team leadership and communication skills (Brock et al, 2013;Liaw, Siau, et al, 2014;Robertson et al, 2010).…”

Section: Format Of Simulationsmentioning

confidence: 99%

“…Similarly, many studies reported an increased awareness of the roles of other healthcare professionals (Buckley et al, 2012;Flentje et al, 2016;Leithead et al, 2018;Motycka et al, 2018;Nagraj et al, 2018;Partecke et al, 2016;Pitout et al, 2014;Reeves et al, 2017;Rochman et al, 2012;Sehgal et al, 2019;Wen et al, 2019), an increased confidence in participants' teamwork and clinical skills (Atack et al, 2009;Joyal et al, 2015;Kumar, Gilmour, et al, 2014;Liaw, Siau, et al, 2014;Lippe et al, 2020;Luctkar-Flude, Baker, Pulling, et al, 2010;Tofil et al, 2014;Wakefield et al, 2006;Wamsley et al, 2012) and positive attitudes to working in interprofessional teams in the future (Anderson et al, 2017;Brock et al, 2013;Buckley et al, 2012;Dagnone et al, 2008;Efstathiou & Walker, 2014;Kearney et al, 2010;Kumar, Wallace, et al, 2017;A. Miller et al, 2013;Reed et al, 2017;Robertson et al, 2010;Tofil et al, 2014;Wang et al, 2015). Overwhelmingly, student feedback indicated that they found IPL simulation interventions beneficial because of the opportunity to practise clinical (Efstathiou & Walker, 2014;Haber et al, 2017;Kumar, Wallace, et al, 2017) and teamwork skills (Reed et al, 2017;…”

Section: Outcomes Measuredmentioning

confidence: 99%

“…Miller et al, 2013;Reed et al, 2017;Robertson et al, 2010;Tofil et al, 2014;Wang et al, 2015). Overwhelmingly, student feedback indicated that they found IPL simulation interventions beneficial because of the opportunity to practise clinical (Efstathiou & Walker, 2014;Haber et al, 2017;Kumar, Wallace, et al, 2017) and teamwork skills (Reed et al, 2017;Reising, Carr, Shea, & King, 2011;Shaw-Battista et al, 2015;Stewart et al, 2010;van Schaik et al, 2016;West et al, 2015).…”

Section: Outcomes Measuredmentioning

confidence: 99%

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The use of interprofessional simulation interventions in medical student education: A scoping review

Langton

Dounas

Moore

et al. 2021

FoHPE

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Introduction: Simulation is commonly used by health and education institutions to facilitate interprofessional learning (IPL). The use of simulation in IPL is resource intensive. Evidence of what works, and with whom, is important to inform practice, policymaking and further research. The aim of this scoping review was to summarise the existing literature on IPL involving medical students, where simulation was the teaching modality. This review examined a variety of simulation-based interventions used to teach IPL to medical students and identified key features and outcomes. Methods: The databases Pubmed, Medline, EMBASE and PsychINFO were searched using the terms related to medical student and simulation combined with interprofessional. Included articles involved medical students alongside a student or practitioner from at least one other health profession taking part in at least one simulation session. Data extraction was performed by two authors using a standardised form. Results: It emerged that simulations of medical emergencies were the most common format to deliver IPL interventions. Most studies evaluated the success of their IPL intervention using the Readiness for Interprofessional Learning Scale (RIPLS). Conclusion: All studies were successful in improving student attitudes towards IPL and interprofessional collaboration when these were measured outcomes. Formal team training prior to simulation is effective in improving teamwork skills. IPL interventions with participants from a greater mix of professions have more positive results.

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“…For example, Reed and colleagues [13] used the flipped simulation training model with senior medical students during their emergency medicine (EM) clerkship and found that simulation-based mastery learning using asynchronous pre-simulation work and related quizzes for knowledge acquisition prior to simulation training is an effective way for senior medical students to learn and retain EM clinical skills. Reed and colleagues [14] also used a flipped simulation training model for interprofessional education with nursing and medical students which demonstrated a significant impact on self-efficacy and also TeamSTEPPS knowledge and team performance in a simulated patient care environment. Although this research did not isolate the impact of flipped simulation versus other methods, it does provide a framework for successfully integrating the flipped classroom approach in simulation.…”

Section: Brief Review Of the Flipped Classroommentioning

confidence: 99%

The Flipped Classroom and Simulation: a Primer for Simulation Educators

2020

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The flipped classroom has become part of the lexicon in discussion of pedagogies in healthcare education. When reviewing the simulation literature, however, the term is only recently being mentioned. We determined there was a need for this article based on workshops held at the annual International Meeting for Simulation in Healthcare (IMSH), which were facilitated by the authors. In the workshops, most of the participants had heard the term and had first-hand experience with the flipped model in simulation; however, there were varied interpretations of the flipped model and several concerns related to implementation of the model. In this article, we define the flipped classroom model, review the existing work on using the flipped model in healthcare education, and provide five recommendations regarding use of the flipped model in simulation. The framework for summarizing the work and presenting the recommendations is based on a brief review of the literature and from the participant discussions at the IMSH workshops.

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Simulation Using TeamSTEPPS to Promote Interprofessional Education and Collaborative Practice

Cited by 26 publications

References 26 publications

Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

The use of interprofessional simulation interventions in medical student education: A scoping review

The Flipped Classroom and Simulation: a Primer for Simulation Educators

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