Using Interprofessional Simulation to Improve Collaboration and Communication Amongst Nursing and Medical Students Brittney Mueller, RN, MSN, CEN Simulation.

Slides:



Advertisements
Similar presentations
Simulation in the Undergraduate Nursing Curriculum at Queen’s University Belfast: Clinical Skills, OSCE, ILS, High Fidelity Simulation.
Advertisements

C3 Goals Students will: 1.acquire teamwork competencies 2.acquire knowledge, values and beliefs of health professions different from their own profession.
Connecting Healthcare Students in a High Fidelity Trauma Simulation Morag Howard Laura Binnie School of Health Sciences Festival of Learning April 2015.
Competency Model for Professional Rehabilitation Nursing Behavioral Scenario for Competency 4.3: Foster Effective Interprofessional Collaboration Christine.
RENI PRIMA GUSTY, SK.p,M.Kes
Interprofessional Education “When students from two or more professions learn about, from and with each other to enable effective collaboration and improved.
Competencies of Nurse Educators in Curriculum Design: A Delphi Study Milena Staykova, Melissa Marszalek, Shanice Vennable, Dustin Whitaker.
“Embedded Faculty: A Value For Multiple Stakeholders” Kimberly Fenbert, DNP, CPNP-PC January 21, 2014.
Interprofessionalism has become a very robust endeavor at most healthcare-related colleges and universities worldwide. In the United States, a report from.
Interacollaborative Practice: Training Today’s Health Profession Students Health Education Committee Presentation November 9, 2011 Kara Anastasiou, APRN-BC,
Written by: Interprofessional (IP) Pictionary Presenter: Brenda Zierler, PhD, RN, FAAN University of Washington: Center for Health Sciences Interprofessional.
Interdisciplinary Teamwork: Parts of the Whole Working Together as One.
‘All Through the Night’ An Inter-Professional Simulation Arlene de la Rocha, RN, MScN, MEd Dana Chorney, RN, MN Leslie Graham, RN, MN, CNCC.
Chinese Medical Professionalism Forum-Beijing, China October 16, 2009.
Using Simulation to teach leadership competencies in delivering safe patient care Claudia Grobbel DNP RN Michelle Costlow MSN RN, Jean Ann Dean MSN RN.
Training for Tomorrow: The Simulated Interprofessional Rounding Experience at MUSC Donna Kern, MD Associate Dean for Curriculum- Clinical Sciences, COM.
Quality and Safety Education for Nurses Katherine Hinic May 2, 2012.
Institute of Health Sciences Education
TOP TEN LIST OF COACHING BELIEFS CURRICULUM 511 DR. PECK BY: HALI PLUMMER.
Educational Resources and Development The Potential of Teaching Groups Key Potential Benefits Learning Community with a shared focus:  Common learning.
Patient Centered Care... Redefined for Today’s Environment Susan T. Pierce, EdD, MSN, RN, CNE Professor College of Nursing Northwestern State University.
Quality and Safety Education for Nurses The QSEN Project.
SIMULATED LEARNING EXPERIENCE IN A FIRST YEAR NURSING COURSE: LESSONS LEARNED Lisa Keenan-Lindsay RN, MN Professor of Nursing Seneca College.
بسم الله الرحمن الرحیم.
Learning Outcomes Discuss current trends and issues in health care and nursing. Describe the essential elements of quality and safety in nursing and their.
Developing Collaborative Practice: Innovations in Allied Health Student Education at SCGH Lindy Hall - Senior Social Worker Delivering a Healthy WA.
Kristin DeJonge QUALITY & SAFETY COURSE Course Description  This two session course provides new graduate nurses with an overview of current quality.
An Inter-Professional Collaboration between a Family Medicine Center and a School of Nursing Maritza De La Rosa, MD New Jersey Family Practice Center Rutgers,
Malpractice Insurance Incentive for Operating Room Teamwork Training via Simulation Jeffrey B. Cooper, PhD Center for Medical Simulation & Mass. General.
Interprofessional (IP) collaboration is an expected competency for many health professions upon graduation and is a skill that needs to be taught and experienced.
Discharge Management Susan Gutierrez RN, BSN, RNC Wake Med Intensive Care Nursery.
Increased communication between nurses and doctors on an acute medical unit By: Nina Linebarger, RN, MSN University of San Francisco.
A team of nurses and physicians from 3 continents came together to present current evidence based practice to nurses, physicians and students in Hue, Vietnam.
NURS 3043 ELA 5 Transition to Practice
Joe Schwenkler, MD Medical Director UMDNJ PA Program
A Multidisciplinary Transitions in Care Workshop for Medical Students
Preceptor Orientation For the Nurse Practitioner Program
Breaking Tradition: Alternative Pediatric Experiences in Ambulatory Clinics Karen LeDuc, DNP, APRN, CNS, CNE, CPN¹; Laurel L. More, MS, RN, CPN²; Kristen.
FMIG Advisor Summit 2016 Inter Professional Experiences
Interprofessional Health care Teams
Operating Room Team Training With Simulation Program
Evaluation of an Interprofessional Team Seminar Course in Preparing
Teams and Teamwork Introduction
Geriatric Assessment Interdisciplinary Team Program (GAIT)
Chatham University Interprofessional Education
Maureen Gecht-Silver OTR/L, MPH UIC Department of Family Medicine
An Interprofessional Education Approach to Teaching
Margaret L. Stuber, MD Carole Warde, MD
THE NURSING PROCESS A systematic problem-solving approach used to identify, prevent and treat actual or potential health problems and promote wellness.
Graduate Nurses’ Perceptions of Preparedness for Clinical Practice
Teaching Interprofessional Collaborative Care Skills Using a Blended Learning Approach WGEA April /1/2018 [ADD PRESENTATION TITLE: INSERT TAB > HEADER.
PARTNERSHIPS WITH CLINICAL SETTINGS: ROLES AND RESPONSIBILITIES OF NURSE EDUCATORS – Chapter 9 –
A Recommendation from Diagnosis and Treatment of Low Back Pain: A Joint Clinical Practice Guideline from ACOP and APS By Rhys Dela Cruz, Angela Hickey,
One Community’s Practical Plan for Development and Implementation of Interprofessional Medical Education Curriculum Dawn LaBarbera PhD, PA-C Mary Kiersma.
Nursing Core Competencies
IPE at EVMS Jeffrey A. Johnson, DHSc
Margaret McLaughlin, PhD, RN Anita Simmons, MSN, RN
The Charge Nurse Role in Today’s Environment
Social Work Hospice & Palliative Care Network 2018 General Assembly Presentation: Learning From Each Other: Palliative Care Inter-Professional Education.
Chito A. Belchez, MSN, RN-BC David Martin, MN, RN
Using Unfolding Case Studies to Teach the QSEN Competencies
Sharon Souter, PhD, RN, CNE, Tracy L. Booth, MS. Ed
CLICK TO GO BACK TO KIOSK MENU
Interprofessional learning and teaching in evidence-based practice
Instructional Methods Lessons Learned & Next Steps
Creating a Multidisciplinary Team to Develop and Implement Interprofessional Education (IPE) Simulations Preparing Students for Collaborative Practice.
Curriculum Coordinator: Debra Backus Date of Presentation: 1/15/15
Interprofessional (IP) Pictionary
RBWM SCITT Mentor Meetings 2017.
By: Andi Indahwaty Sidin A Critical Review of The Role of Clinical Governance in Health Care and its Potential Application in Indonesia.
Presentation transcript:

Using Interprofessional Simulation to Improve Collaboration and Communication Amongst Nursing and Medical Students Brittney Mueller, RN, MSN, CEN Simulation Coordinator NDSU Nursing at Sanford Health Bismarck Nicole Hatzenbuhler, RN, MSN Simulation Faculty NDSU Nursing at Sanford Health Bismarck

Objectives Recognize the need for interprofessional education to promote the delivery of high-quality, patient-centered care Explore the use of interprofessional simulation to facilitate collaboration and communication between nursing and medical students Identify the value of using an experiential teaching strategy to improve communication and teamwork skills in health professions students

Background Lack of interprofessional cooperation and ineffective communication adversely affect both best practice and improved patient outcomes (IOM, 2010). Improving interprofessional efforts leads to improved patient safety (IOM, 2010). Effective nurse-physician collaboration promotes high-quality, patient-centered care. Interprofessional Education (IPE) fosters shared learning and assists students in adapting a collaborative model that embraces cooperation and effective communication (Angeline, 2011) Simulation has proven to be an effective experiential teaching strategy in both medical and nursing education (Simmones et al., 2010). In the delivery of health care services, numerous groups of health professionals work together to deliver patient centered care.

Purpose Determine if an interprofessional simulation experience for pre-professional medical and undergraduate nursing students is an effective learning strategy to improve communication and collaboration amongst the two professions. Questions Did students find interprofessional simulation helpful in improving their communication skills? Did students find the interprofessional simulation experience to be a valuable opportunity to communicate with students from another profession? Did both medical and nursing students find the interprofessional simulation experience helped them better understand how to work as a team member?

Method Multiple simulation scenarios using high-fidelity simulators Included: 3rd year medical students 2nd semester senior undergraduate nursing students 10 simulation sessions each semester 3 hours – simulation and debriefing 3-4 scenarios Ex: CHF exacerbation, Acute Asthma Attack, Elder Abuse/Neglect, Community Acquired Pneumonia/HIV, Pediatric DKA

Simulation Process and Roles Nursing Student(s) Initial assessment on the patient Report findings to physician Use nursing judgement to determine best time to collaborate with physician based on patient status. Medical Student Assess patient and order interventions as deemed necessary medications, labs, radiology, etc. Medical Student and Nursing Student(s) Work together to care for patient Active Observer(s) Bring key points noted during simulation to debriefing to discuss

Debriefing Facilitated by NDSU simulation faculty after each scenario Opportunity to discuss: Strengths Areas of improvement Communication techniques Collaboration Skills and concepts related to the scenario Post-simulation evaluations completed by all students at the end of each simulation session

Results Post evaluations collected to determine students’ view on the effectiveness of the simulation Data collected over 2 years/4 semesters 248 evaluations collected 119 medical students 129 nursing students

Results Did working in a collaborative simulation help improve your communication skills? 94% strongly agreed Did you feel the simulation experience provided a valuable opportunity to communicate with students from other professions? 97% strongly agreed Did the simulation experience help you to better understand how to work as a team member? 92% strongly agreed

Results Greatest benefit of collaborative learning: Collaboration “Learning to work with a different discipline.” “Learning how to effectively work with and collaborate with other professions to improve patient care.” Communication “It was great to get the opportunity to better understand the nursing profession and to get to communicate with future colleagues.” “I feel much more confident when addressing the physician and what information to include.” Teamwork “Learning more about how to work effectively as a team.” “I realized this is about team work and everyone respected each other.”

Results Greatest challenges working with an interdisciplinary partner: Knowing/Identifying others’ roles, scope of practice, knowledge “understanding what everyone's baseline is as far as knowledge and scope of practice” “It’s always challenging to know each other’s understanding level” “Knowing their scope” “Not having a big understanding of their role prior” Establishing Relationships/Rapport “Establishing rapport with new people” “Establishing communication with people you haven’t seen before” Communication – What and When to Share “Knowing what to communicate” “Not knowing exactly what to say to physician/suggestions” “Coming from different backgrounds -> what is important to show and communicating that” “Speaking up”

Results Suggestions for improvements/changes - Lessons Learned Not giving the nursing students prep work/pre-knowledge of diagnosis “then we would all be on same page” “would collaborate further to treat and diagnose” “would help us gather a better assessment and prioritize” Including other professions/disciplines More collaborative sims! Lessons Learned No UND Students during their first week in a new rotation Technology Challenges Simulator Education – educating on what it can and can’t do Pediatric simulator limited Lab/Radiology Results

Limitations/Future Areas of Study Questionable transfer of skills – will these skills in communication and collaboration as students transfer into their professional practice as nurses/physicians? Limited to two disciplines - Would adding more disciplines help even further to improve communication and teamwork amongst the different professions?

Conclusions Findings support the value of interprofessional simulation as an effective learning strategy to improve collaboration, communication, and teamwork between undergraduate nursing students and pre-professional medical students. Should be implemented/continued within pre-licensure nursing curricula to promote the delivery of safe, high-quality, patient- centered care.

References Angeline, D. J. (2011). Interdisciplinary and interprofessional education. What are the key issues and considerations for the future? Journal of Perinatal and Neonatal Nursing, 25(2), 175-179. Institute of Medicine (IOM). (2010). Health professions education: A bridge to quality. Retrieved 10/8/2018, from https://www.ncbi.nlm.nih.gov/books/NBK221528/pdf/Bookshelf_NBK221528.pdf Simmones, J., Wilcox, J., Scott, K., Gorden, D., Copley, D., Doetkock, R., & Kippley, M. (2010). Collaborative simulation project to teach scope of practice. Journal of Nursing Education, 49, 190-197.

Questions? Thank You