Student Experiences with Engagement in a Nursing and Physical Therapy Interprofessional Education Simulation

Koplow, Sarah; Morris, Melissa A.; Rone-Adams, Shari; Hettrick, Heather; Litwin, Bini; Soontupe, Lisa; Vatwani, Archana

doi:10.46743/1540-580x/2020.1842

Cited by 2 publications

(3 citation statements)

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“…These results were expected, as multiple studies involving sim-IPE with physical therapy students found an immediate increase in students' perceptions. [7][8][9][10][11][12][13][14][15][16][17] Researchers have found that sim-IPE promotes positive student reactions, increases student understanding of successful teamwork, and improves their knowledge regarding roles and responsibilities. 7-8910111213141516 17,26 The initial ISVS-21 scores prior to sim-1 compared to the final scores after sim-3 indicate an overall statistically significant improvement in students' perceptions, attitudes, and beliefs regarding collaboration.…”

Section: Discussionmentioning

confidence: 99%

“…30 Sim-IPE allows students to practice and develop clinical skills in a controlled and safe learning environment. 16 Moreover, the use of realistic, simulated patient cases in interprofessional teams enables students to enhance their clinical reasoning, problem-solving, and communication skills. This collaborative approach fosters their ability to work effectively as part of a team.…”

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confidence: 99%

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Longitudinal outcomes of simulation enhanced interprofessional education within a physical therapist education program

Cunningham,

Shockley,

Toye

et al. 2023

jcept

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Purpose: Simulation-enhanced interprofessional education (Sim-IPE) has been shown in cross-sectional studies to be beneficial in improving students’ perceptions of interprofessional teamwork and collaboration. However, there is limited literature regarding the progression of these perceptions over time. Therefore, this study aimed to explore the influence of multiple sim-IPE embedded across a physical therapy education program on student perceptions of collaborative patient care over a 2-year period. Methods: A sample of convenience of students in an entry-level Doctor of Physical Therapy program (n = 94) was utilized. Students were placed in one of three groups with students completing either three sim-IPE experiences across the first 2 years of the program (n = 57), one simulation at the beginning of the program (n = 17), or one experience prior to their second full-time clinical experience (n = 20). The Interprofessional Socialization and Values Scale-21 (ISVS-21) was used to assess student perceptions of interprofessional collaboration. Scores across the program were analyzed using a Friedman analysis with a post hoc Wilcoxon matched pairs test. To assess the influence of maturation on student perceptions, performance on the ISVS-21 for students completing three experiences was compared with students completing one sim-IPE experience within the program. Results: Overall, scores on the ISVS-21 demonstrated a statistically significant improvement across the three simulations occurring within the program (P < 0.001). Furthermore, students completing three sim-IPE experiences demonstrated statistically significantly higher scores on the ISVS-21 compared to students completing just one experience, regardless of the placement of the experience within the program. Conclusion: Multiple sim-IPE performed across a professional education program may be an effective learning strategy to influence perceptions of interprofessional collaboration. Further research is needed to determine the number and placement of simulations for optimal preparation for interprofessional practice.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Longitudinal outcomes of simulation enhanced interprofessional education within a physical therapist education program

Cunningham,

Shockley,

Toye

et al. 2023

jcept

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“…The MD students in turn learned about the expertise and roles of the PT students as it related to safety and safe patient handling [13]. Koplow et al reported that IPE experiences inclusive of RN and PT students showed increased knowledge about each other's scope of practice and the recognition of the value of teamwork [14]. Finally, a recent study by Sytsma et al was designed to assess readiness for interprofessional learning amongst second-year PT and fourthyear MD students before and after a four-hour IPE workshop [15].…”

Section: Review Of the Literaturementioning

confidence: 99%

Insights Into Learning Among Physical Therapy, Medical, and Nursing Students Following a Simulation-Based, Interprofessional Patient Safety Course

Sanko¹,

Hartley²,

Mckay³

et al. 2023

Cureus

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As the need for a strong interdisciplinary approach in the delivery of healthcare services becomes increasingly vital, interprofessional education (IPE) is essential to equip healthcare professionals of the future to deliver better care. IPE encounters using simulation-based education can be a powerful tool in inculcating pre-professional students with foundational tools for successful interprofessional work. This qualitative study explores the learning that occurs during IPE encounters that include nursing, physical therapy, and medical students. The results of this work highlight how important IPE encounters are in uncovering and changing cross-disciplinary notions about knowledge, skills, role, and team contributions. Specifically, our analysis demonstrated that there are common misunderstandings about contemporary roles, knowledge, and skills of physical therapists among both nursing and medical students that can be corrected in IPE encounters. Results also demonstrated that careful planning can bolster opinions of the value of activities embedded as part of a larger course. Moreover, planning and attention to the specific educational needs of all students may prevent any group feeling that their educational needs were not fully met across all disciplines. The findings support the consideration that IPE can be an important method to instill foundational interprofessional knowledge, skills, and attitudes to promote a foundation from which to establish strong career-long interprofessional collaborations. It is important to lay foundational interprofessional skills and appreciation of the 'other' in pre-licensure curricula, but these efforts should not be limited to only pre-licensure programs and need also to be included as part of on-going professional development education, especially as healthcare education, roles, and responsibilities evolve.

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Student Experiences with Engagement in a Nursing and Physical Therapy Interprofessional Education Simulation

Cited by 2 publications

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Longitudinal outcomes of simulation enhanced interprofessional education within a physical therapist education program

Longitudinal outcomes of simulation enhanced interprofessional education within a physical therapist education program

Insights Into Learning Among Physical Therapy, Medical, and Nursing Students Following a Simulation-Based, Interprofessional Patient Safety Course

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