Interprofessional Education Using a Palliative Care Simulation

Abstract

This quasi-experimental pretest-posttest study measured self-efficacy, attitudes toward physician-nurse collaboration, and interprofessional competencies as outcomes of a palliative care simulation. Based on experience level, teams of participants, 1 consisting of nursing/medical students and the other of nursing/medical health care professionals, completed a palliative care simulation as part of their education. Self-efficacy and attitudes toward physician-nurse collaboration were measured before and after simulation. Interprofessional competency was measured during the simulation. The results revealed a significant improvement in the previously mentioned measures, and interprofessional competency scores varied by profession and evaluator.

Palliative Care Education in Nurse Practitioner Programs

“…28 Other novel interventions that may help overcome barriers include video conferencing, team-based learning, the use of simulation, online case-based modules, reading literature, and self-reflection. [29][30][31][32] The lack of experienced faculty also can be addressed. The End-of-Life Nursing Education Consortium (ELNEC) courses have been successfully used to prepare graduate nursing faculty to provide palliative care.…”

Pediatric Oncology Nurses’ Experiences With Prognosis-Related Communication

“…Through a combination of a variety of different modalities including lectures, small group discussions, instructional videos, role play, and simulation, medical and nursing students together are being trained in breaking bad news (Erickson, Blackhall, Brashers, & Varhegyi, 2015;Gorniewicz et al, 2016;Schildmann, Harlein, Burchardi, Schlogl, & Vollmann, 2006). Interprofessional education promotes purposeful interactions and discussions between physicians and nurses and can allow for role play or simulation, providing both with the opportunity to participate in different aspects of the process and better understand the contributions of the other (Hendricks-Ferguson et al, 2015;McCaffrey et al, 2010;Messmer, 2008;Saylor, Vernoony, Selekman, & Cowperthwait, 2016).…”

An Exploration of Interprofessional Education in Four Canadian Undergraduate Nursing Programs

“…Much of the research focused on the efficacy of the IPE intervention. These included changes in how professions are viewed as team members, improvements in communication, learning how to work as part of a team, and the ability to provide collaborative care (Joyal et al, 2015;Nasir et al, 2017;Saylor et al, 2016).…”

“…IPE is evident in nursing curricula in a variety of ways as demonstrated by the literature. However, many of the cited studies were one-time interventions or involved voluntary extracurricular activities that did not include all the students in specified nursing programs (Ambrose et al, 2015;Ateah et al, 2011;Joyal et al, 2015;Nasir et al, 2017;Saylor et al, 2016). Despite the various barriers and challenges identified, no studies known to the author suggest that IPE should be excluded from health profession programs.…”