2014
DOI: 10.33151/ajp.11.4.2
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Bridging the Gap: Reflections on Teaching Interprofessional Communication to Undergraduate Paramedic and Nursing Students

Abstract: IntroductionThe literature emphasises the vital importance of interprofessional communication during clinical handover as being paramount to patient safety. At Charles Sturt University we explored how simulation can be employed in an interprofessional education (IPE) exercise exposing paramedic and nursing students to a high-pressure emergency department wherein they must engage in patient handover.MethodsOver a 4-day period in April 2012, 200 paramedic and nursing students participated in an intensive… Show more

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Cited by 9 publications
(19 citation statements)
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“…The use of simulated patient scenarios has been indicated a favourable method of learning interviewing and communication skills among students. However, such scenarios embedded through training and education focus primarily on improving communication with the patient and establishing rapport whereas interprofessional simulations have been found to be an effective tool in developing cross‐discipline communication, collaborative mindsets and improving patient safety and care 22,23 …”
Section: Discussionmentioning
confidence: 99%
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“…The use of simulated patient scenarios has been indicated a favourable method of learning interviewing and communication skills among students. However, such scenarios embedded through training and education focus primarily on improving communication with the patient and establishing rapport whereas interprofessional simulations have been found to be an effective tool in developing cross‐discipline communication, collaborative mindsets and improving patient safety and care 22,23 …”
Section: Discussionmentioning
confidence: 99%
“…However, such scenarios embedded through training and education focus primarily on improving communication with the patient and establishing rapport whereas interprofessional simulations have been found to be an effective tool in developing cross-discipline communication, collaborative mindsets and improving patient safety and care. 22,23 The RIPL model not only facilitates collaborations throughout short-term health scenarios, but also incorporates time-lapsed sequencing that takes the students through various stages of the patient journey. This opens the door for the integration of a wide range of allied health professions that patients and their carers are likely to encounter or may be previously untapped resources in improving the patient experience and outcomes.…”
Section: Discussionmentioning
confidence: 99%
“…South African emergency care practitioners (ECPs) engage with other members of the healthcare team during patient handover in the emergency department (ED) (Johnston, MacQuarrie & Rae 2014 ). Emergency care practitioners complete a 4-year degree in emergency medical care and rescue at an accredited higher education institution (Makkink et al 2019 ).…”
Section: Introductionmentioning
confidence: 99%
“…During handovers ECPs will commonly interact with three different types of healthcare professionals: medical doctors, nurses and clinical associates (Donaldson 2008 ; Doherty, Couper & Fonn 2012 ; Johnston et al 2014 ; O’Daniel & Rosenstein 2008 ). Whilst the medical and nursing professions have a long history, and as such, are generally well recognised and understood, clinical associates are a relatively new cadre of South African healthcare professional introduced in 2008 by the National Department of Health.…”
Section: Introductionmentioning
confidence: 99%
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