Student Perception of Improvement in Communication and Value in 2 Interprofessional Education Delivery Formats

Arentsen, Ashley; Welsh, Darlene; Jones, Max; Weber, Donna; Taylor, Stacy; Kuperstein, Janice; Rayens, Mary Kay; Salt, Elizabeth

doi:10.1097/nne.0000000000000201

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…The World Health Organization (WHO), the Institute of Medicine (IOM), and the Interprofessional Education Collaborative (IPEC) all identify IPE as crucial for the practice of health care professionals and as necessary to improve the quality of health care in the United States (IEPC, 2016; IOM, 2011; WHO, 2016). Evidence demonstrates that poor collaboration and communication between health care professionals contributes to communication errors negatively affecting patient safety and the quality of care (Arentsen et al, 2016; Cranford & Bates, 2015; Kahaleh, Danielson, Franson, Nuffer, & Umland, 2015). As a result, nursing educators are now required to include IPE content in their curricula (Poirier, & Wilhelm, 2013).…”

Section: Interprofessional Education and The Role Of Chaplaincy In Hementioning

confidence: 99%

Integrating Spiritual Care During Interprofessional Simulation for Baccalaureate Nursing Students

2018

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Interprofessional educational experiences for baccalaureate nursing students are essential to prepare them for interprofessional communication and collaborative interprofessional teamwork. The aim of this descriptive qualitative study was to understand the experience of baccalaureate nursing students utilizing the hospital chaplain while caring for a suicidal patient in the emergency department during simulation. The need for interprofessional education is documented in the literature, but there are very few comprehensive, successful projects integrating spiritual care for nurse educators to use as models. This project can serve as a model of a successful interprofessional education initiative involving preprofessional nursing students and chaplain services. Overall, nursing students found the learning experience to be beneficial in preparation for professional practice on a collaborative interprofessional health care team.

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Section: Interprofessional Education and The Role Of Chaplaincy In Hementioning

confidence: 99%

Integrating Spiritual Care During Interprofessional Simulation for Baccalaureate Nursing Students

2018

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“…Prior research has shown simulation as an effective pedagogical tool to deliver both IPE and EHR training [15,16]; further, clinicians who trained using EHR through simulation techniques significantly enhanced their safety and quality scores related to EHR usage [17]. Providing students an opportunity to utilize these skills in a structured IPE training environment may be critical to their later success when caring for patients [18,19,20].…”

Section: Methodsmentioning

confidence: 99%

Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Champagne‐Langabeer

Revere

Tankimovich³

et al. 2019

Healthcare

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Interprofessional education (IPE) typically involves clinical simulation exercises with students from medical and nursing schools. Yet, healthcare requires patient-centered teams that include diverse disciplines. Students from public health and informatics are rarely incorporated into IPE, signaling a gap in current educational practices. In this study, we integrated students from administrative and non-clinical disciplines into traditional clinical simulations and measured the effect on communication and teamwork. From July 2017–July 2018, 408 students from five schools (medicine, nursing, dentistry, public health, and informatics) participated in one of eight three-hour IPE clinical simulations with Standardized Patients and electronic health record technologies. Data were gathered using a pre-test–post-test interventional Interprofessional Collaborative Competency Attainment Survey (ICCAS) and through qualitative evaluations from Standardized Patients. Of the total 408 students, 386 (94.6%) had matched pre- and post-test results from the surveys. There was a 15.9% improvement in collaboration overall between the pre- and post-tests. ICCAS competencies showed improvements in teamwork, communication, collaboration, and conflict management, with an average change from 5.26 to 6.10 (t = 35.16; p < 0.001). We found by creating new clinical simulations with additional roles for non-clinical professionals, student learners were able to observe and learn interprofessional teamwork from each other and from faculty role models.

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“…Currently, few studies have compared the effects of standardised patient simulation or role-play on nurses’ and nursing students’ competence to communicate with other healthcare professionals [ 18 , 37 , 38 , 39 ]. Studies comparing role-play versus traditional strategies, such as lectures and class discussions [ 18 , 38 , 39 ], observed an improvement in students’ competence in terms of knowledge and skills.…”

Section: Introductionmentioning

confidence: 99%

“…Studies comparing role-play versus traditional strategies, such as lectures and class discussions [ 18 , 38 , 39 ], observed an improvement in students’ competence in terms of knowledge and skills. On the other hand, studies applying standardised patient simulation [ 20 , 37 , 40 ] showed inconsistent results in relation to students’ self-efficacy and skills. However, to the best of our knowledge, the effects of these strategies (standardised patient simulation vs role-play) on nursing students’ competence in interprofessional communication in elderly care have not been compared.…”

Section: Introductionmentioning

confidence: 99%

Role-Play versus Standardised Patient Simulation for Teaching Interprofessional Communication in Care of the Elderly for Nursing Students

et al. 2021

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This study aims to describe and compare the effects of standardised patient simulation and role-play in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students. In this controlled clustered randomised trial, 121 nursing students attended a workshop on interprofessional communication in elderly care using role-play or standardised patient simulation. The study was conducted between September 2017 and February 2018. Participants’ knowledge, self-efficacy and communication skills were assessed using a simulated scenario at pre-test, post-test and 6-week follow-up points. Between-subject and within-subject differences were measured using counts and proportions of participants who achieved competence. Regardless of the strategy applied, a significant improvement in knowledge, skills, self-efficacy and overall interprofessional communication competence was found between pre-test and post-test. Moreover, there were significant differences between pre-test and follow-up for all the studied variables, but no differences were found between post-test and follow-up. Lastly, when comparing the success rates of both strategies, no significant differences were observed (p > 0.05). In conclusion, standardised patient simulation and role-play have been shown to promote an improvement on knowledge, self-efficacy and interprofessional communication skills in nursing students, although it is not possible to state which strategy is the most adequate for teaching this competency.

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Student Perception of Improvement in Communication and Value in 2 Interprofessional Education Delivery Formats

Cited by 7 publications

References 11 publications

Integrating Spiritual Care During Interprofessional Simulation for Baccalaureate Nursing Students

Integrating Spiritual Care During Interprofessional Simulation for Baccalaureate Nursing Students

Integrating Diverse Disciplines to Enhance Interprofessional Competency in Healthcare Delivery

Role-Play versus Standardised Patient Simulation for Teaching Interprofessional Communication in Care of the Elderly for Nursing Students

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