Simulation-Based Interprofessional Education Guided by Kolb's Experiential Learning Theory

Poore, Julie; Cullen, Deborah; Schaar, Gina L.

doi:10.1016/j.ecns.2014.01.004

Cited by 139 publications

(93 citation statements)

References 17 publications

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“…Specifically, interdisciplinary collaboration is identified as a necessity for improving patient outcomes through competency in performance of clinical skills and patient safety initiatives. An ability to effectively collaborate among health care disciplines in the areas of communication, role identification, team working skills, and conflict resolution are critical components of practice for health care professionals (Poore et al, 2014). Demands from hospital systems for novices entering the health care professions to think critically as fully engaged members of the health care team has led to the need for alternative teaching strategies in health care education (Gore & Schuessler, 2013;McLaughlin, 2010;Norman, 2012;Wellard & Heggen, 2010;Wolfgram & Quinn, 2012;Yanhua & Watson, 2011).…”

Section: Interprofessional Education and Readiness To Learn With Simumentioning

confidence: 99%

Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study

Rossler

Kimble²

2016

Nurse Education Today

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Section: Interprofessional Education and Readiness To Learn With Simumentioning

confidence: 99%

Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study

Rossler

Kimble²

2016

Nurse Education Today

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“…IS may play a vital role in shaping the delivery of health care by effectively coordinating efforts among all professionals (Poore, Cullen, & Schaar, 2014). Professionals who engage in IS will be better prepared to work productively as a team and to take a holistic approach leading to improved patient outcomes.…”

Section: Resultsmentioning

confidence: 98%

Interprofessional Simulation: A Concept Analysis

Failla

Macauley

2014

Clinical Simulation in Nursing

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“…The interactive and varied teaching approaches were not only highly valued by students but appeared to positively impact their learning experiences and achievement of learning objectives immediately after the workshop. Experiential learning is described in the literature as fundamental in preparing health professional students for professional practice (Horntvedt, Nordsteien, Fermann, & Severinsson, ; Poore, Cullen, & Schaar, , (May)).…”

Section: Discussionmentioning

confidence: 99%

Design, delivery and evaluation of a simulation‐based workshop for health professional students on falls prevention in acute care settings

et al. 2019

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Aims and objectives To describe the design, delivery and evaluation outcomes of a simulation‐based educational workshop to teach a patient‐centred falls prevention strategy to health professional students tasked with implementing the strategy during clinical placement. Background Falls are among the most common and costly threat to patient safety. The Safe Recovery Programme (SRP) is an evidence‐based, one‐to‐one communication approach with demonstrated efficacy at preventing falls in the postgraduate context. Simulation‐based education (SBE) is commonly used to address issues of patient safety but has not been widely incorporated into falls prevention. Methods This study was a Pre–Post‐test intervention design. Health professional students were taught how to deliver the SRP in an SBE workshop. The workshop incorporated content delivery, role‐play simulations and interactions with a simulated patient. Students completed surveys immediately before and after the workshop and after clinical placement. Linear and logistic regression analysis was undertaken to identify differences within each pairwise comparison at the three time points. Qualitative free text responses underwent content analysis. Results There were 178 students trained. The educational design of the programme described in this paper was highly valued by students. Following the workshop, students' falls knowledge increased and they correctly identified evidence‐based strategies except bedrail use and patient sitters. Following clinical placement, fewer SBE students correctly identified evidence surrounding bed alarm use. Students became more confident about falls communication post‐SBE; however, this confidence decreased postclinical placement. Motivation to implement the SRP decreased between postworkshop and postclinical placement time points. Conclusions Falls research often includes educational components but previous studies have failed to adequately describe educational methods. Students learnt about best evidence falls prevention strategies using interactive educational methodologies with a workshop viewed by students as being well‐designed and assisting their learning from theory to practice. While students valued the delivery of the SRP using SBE, confidence and motivation to implement falls strategies were not sustained following clinical placement. A programme of education including SBE can be used to support the delivery of falls‐based education, but further research is needed to identify what factors may influence student's motivation and confidence to implement falls prevention strategies during clinical placement.

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Simulation-Based Interprofessional Education Guided by Kolb's Experiential Learning Theory

Cited by 139 publications

References 17 publications

Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study

Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study

Interprofessional Simulation: A Concept Analysis

Design, delivery and evaluation of a simulation‐based workshop for health professional students on falls prevention in acute care settings

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