A Large Scale Interprofessional Simulation Experience for Medical, Nursing, and Pharmacy Students

Zheng, Amy; Macauley, Karen; Namba, Jennifer; Hutchins, Susie; Sweeney, Kathleen; Wallace, Peggy; Garman, Karen; Awdishu, Linda

doi:10.15766/mep_2374-8265.10018

Cited by 7 publications

(3 citation statements)

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“…Although there exist several ISPEs in MedEdPORTA L 3–6,11–13 this is the first ISPE with a focus on integrative health. Utilizing an ISPE aligns with the principles of integrative health by requiring interprofessional collaboration to address the multifaceted needs of patients.…”

Section: Introductionmentioning

confidence: 99%

Integrative Health: An Interprofessional Standardized Patient Case for Prelicensure Learners

et al. 2018

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IntroductionIntegrative health care and complementary medicine are widely used by the U.S. population, yet health professions learners are typically inadequately educated to counsel patients on the use of these approaches. This interprofessional standardized patient exercise (ISPE) provides learners the opportunity to discuss various health care professionals' roles in caring for a patient interested in integrative health strategies, and to collaborate on a care plan. Utilizing this ISPE format aligns with the principles of integrative health as it requires interprofessional collaboration to address the multifaceted needs of patients.MethodsThe ISPE is approximately three hours in duration, and required of all UCSF, third-year dentistry, physical therapy, and medical students; second-year nurse practitioner students, and fourth-year pharmacy students. Social work, nutrition, and chaplain trainees also participated. Working in interprofessional teams of 4–5 learners, team members discuss case information, interview the standardized patient (SP) individually, jointly formulate a care plan, and, discuss the plan with the SP. The experience is debriefed with a facilitator.ResultsIn 2016–17, 520 learners participated in the ISPE. They agreed that they learned about the roles of other health care professionals (M = 5.24 on a six-point scale, SD = 1.27), and that they would recommend the ISPE to fellow students in their profession (M = 5.25, SD = 1.30).DiscussionStudents appreciated the ability to observe learners from other health professions interacting with the SP, and how different perspectives and expertise were integrated to create a comprehensive care plan. The exercise can be adapted to accommodate local health professions learners.

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Section: Introductionmentioning

confidence: 99%

Integrative Health: An Interprofessional Standardized Patient Case for Prelicensure Learners

et al. 2018

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“…5 Many of the published curricula in MedEdPORTAL and other journals are focused on prelicensure students, clinical settings, quality improvement, or simulation. 6–10 Over the past several years, efforts have increasingly begun to focus on understanding the role of the team, teamwork, and communication in addressing complex patient scenarios in community-based care settings. 11 Community-based providers experience the same challenges in collaborative teamwork and even may be considered more at risk for communication errors or gaps.…”

Section: Introductionmentioning

confidence: 99%

The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees

et al. 2018

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Introduction: Few interprofessional (IP) learning opportunities are designed specifically for advanced health learners who are early in their training yet have already had some clinical experience. This group of learners requires activities that are didactic based but extend beyond the introductory IP curricula typically geared towards prelicensure students. This highly interactive curriculum aims to fill that gap in the literature. Methods: An interprofessional case-writing team created two unfolding video cases-a motherinfant dyad seeking care and an elderly non-English-speaking man experiencing disjointed care-for a large IP event with doctors of nursing practice (DNPs), pharmacy practice, and dental science, masters in social work, and physician assistant (PA) trainees, individualized to learner interest. The team also developed a highly detailed faculty guide, including specific talking points, to assist IP teams of faculty facilitators. Learners were evaluated using a Likert-scale postsession survey and open-ended questions. Qualitative data were analyzed for themes related to the objectives. Results: Survey results indicated that learning objectives were met and students were highly satisfied with the overall curriculum. Mean scores for organization, utility, and facilitation effectiveness were all above 4.6 (range: 1-5), with the DNP, pharmacy, and PA students indicating higher levels of satisfaction compared to the other professions. Faculty feedback was very positive, particularly with respect to the faculty guide. Discussion: Challenges were concentrated around implementation of the curriculum rather than the curriculum itself. This curriculum can be used with a variety of learners with minimal adaptation of discussion questions.

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“…Simulation and interprofessional educational objectives historically include parallel objectives for skill training or patient management and infrequently have a curriculum directed specifically to improving collaboration between two or more health care disciplines. 7–12 Our conceptual framework is designed to emphasize collaboration skills and attitudes through a unique combination of simulation, instruction in TeamSTEPPS concepts, and team-building activities to enhance team learning. 7,10 The inpatient dyspnea case functions as an educational tool to provide the opportunity for medical, nursing, and pharmacy students to interact based on their professional strengths and knowledge.…”

Section: Introductionmentioning

confidence: 99%

Dyspnea in a Hospitalized Patient: Using Simulation to Introduce Interprofessional Collaborative Practice Concepts

Wilson

Vorvick

2016

MedEdPORTAL

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Introduction Improved team communication is essential in preventing errors in patient care. Based on TeamSTEPPS concepts, we developed this simulation case scenario to engage learners from various health care professions in interprofessional teamwork. The case was developed for graduating medical, physician assistant, and nursing students with clinical experience, as well as pharmacy students just beginning clinical rotations. Methods Learners are evenly distributed into groups based on their professional training to provide an opportunity to function as a team. Faculty receive case materials prior to the day they will be volunteering and receive just-in-time training to refresh medical management knowledge and to prepare them for interprofessional facilitation, debriefing, and team skills. Faculty start by introducing interprofessional teamwork skills based on TeamSTEPPS concepts and providing an activity in which teams compete to create the longest paper chain. Next, faculty run a scenario featuring a standardized patient or high-fidelity manikin developing dyspnea in a simulated hospital setting. Learners can use skills from their profession-specific education as well as theoretical knowledge while demonstrating interprofessional communication skills during the simulation. Results Overall, 1,475 students have been trained with this resource over the last 5 years. Evaluations completed by learners postsimulation have rated this resource favorably. This resource has equivalent outcomes to two other scenarios also in the workshop series, indicating that using this resource alone will meet the workshop objectives. Discussion This simulation experience advances the work of interprofessional education in developing increased self-efficacy in learners to be able to implement team skills and work in an interprofessional team.

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A Large Scale Interprofessional Simulation Experience for Medical, Nursing, and Pharmacy Students

Cited by 7 publications

References 0 publications

Integrative Health: An Interprofessional Standardized Patient Case for Prelicensure Learners

Integrative Health: An Interprofessional Standardized Patient Case for Prelicensure Learners

The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees

Dyspnea in a Hospitalized Patient: Using Simulation to Introduce Interprofessional Collaborative Practice Concepts

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