Increasing Awareness of the Roles, Knowledge, and Skills of Respiratory Therapists Through an Interprofessional Education Experience

Abstract

IPE improved student knowledge in the roles and responsibilities competency domain. In particular, nursing and occupational therapy students became more aware of the knowledge and skill set of the RT profession.

Online Non-Technical Skill Simulation: Enhanced Interprofessional Education: Changes in Attitudes and Behaviors of Health Professions Graduate Students

“…This investigation revealed positive perception changes in Roles and Responsibilities that align with previous investigations using a variety of outcome measures (Arenson et al, 2015;McGehee et al, 2018;McLeod et al, 2014;Zamjahn et al, 2018); contrasting results also exist (Soubra et al, 2018). Consistent with our findings, Teamwork skills were found to be enhanced in undergraduate health professions students following online and face-to-face IPE activities (McLeod et al, 2014;Packard et al, 2016;Soubra et al, 2018;Zanotti et al, 2015).…”

Interprofessional learning in social and health care—Learning experiences from large‐group simulation in Finland

“…The experiences obtained from interprofessional simulations have been mostly positive (Costello et al, 2018;Ivey, Bowman, & Lockeman, 2018;Jakobsen et al, 2018;Popkess et al, 2017;Roberts & Goodhand, 2018;Zamjahn et al, 2018), and there have been few differences in the participants' satisfaction levels based on different occupational groups or sectors. However, in a study by Jakobsen et al (2018), medical students were found to learn more than nursing students about the leader's role during a simulation.…”

“…The participants have found that the simulations have increased their confidence in their own skills (Hovland et al, 2018;Jakobsen et al, 2018;Smith et al, 2018) and helped them prioritize patient needs (Roberts & Goodhand, 2018;Smith et al, 2018). Simulations have also allowed the participants to increase their understanding of the roles and responsibilities of other professionals (Bradway et al, 2018;Costello et al, 2018;Pinto et al, 2018;Wietholter et al, 2017;Zamjahn et al, 2018). Furthermore, interprofessional simulations have developed the participants' leadership skills (Jakobsen et al, 2018;Pinto et al, 2018) and improved their stress management ability (Jakobsen et al, 2018).…”

Interprofessional Education: Making Our Way Out of the Silos

“…Zamjahn et al 2 have provided more evidence that IPE can be successfully implemented into respiratory therapy curriculum by using interprofessional clinical simulation. Clinical simulation is one of several different models that can facilitate IPE, with evidence supporting its use in addressing the collaborative practice competencies established by the IPE Collaborative Expert Panel.…”

“…Clinical simulation is one of several different models that can facilitate IPE, with evidence supporting its use in addressing the collaborative practice competencies established by the IPE Collaborative Expert Panel. 2,15 The use of IPE can further support the development of skills and practices that address competencies needed by respiratory therapists. The collaborative practice competencies of team and teamwork, roles and responsibilities, communication, and values/ethics 16 can be found embedded in the respiratory care competency areas of leadership and disease management, 12 which provide a framework to help us achieve a competent and collaborative practice-ready profession.…”