1. RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com QUICK TIPS (--THIS SECTION DOES NOT PRINT--) This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills. Below is a list of commonly asked questions specific to this template. If you are using an older version of PowerPoint some template features may not work properly. Using the template Verifying the quality of your graphics Go to the VIEW menu and click on ZOOM to set your preferred magnification. This template is at 50% the size of the final poster. All text and graphics will be printed at 200% their size. To see what your poster will look like when printed, set the zoom to 200% and evaluate the quality of all your graphics and photos before you submit your poster for printing. Using the placeholders To add text to this template click inside a placeholder and type in or paste your text. 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To adjust the way the text fits within the cells of a table that has been pasted, right-click on the table, click FORMAT SHAPE then click on TEXT BOX and change the INTERNAL MARGIN values to 0.25 Modifying the color scheme To change the color scheme of this template go to the “Design” menu and click on “Colors”. You can choose from the provide color combinations or you can create your own. © 2013 PosterPresentations.com 2117 Fourth Street, Unit C Berkeley CA 94710 posterpresenter@gmail.com QUICK DESIGN GUIDE (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 48”x72” professional poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics. We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK. When you are ready to print your poster, go online to PosterPresentations.com. Need Assistance? Call us at 1.866.649.3004 Object Placeholders Using the placeholders To add text, click inside a placeholder on the poster and type or paste your text. To move a placeholder, click it once (to select it). Place your cursor on its frame, and your cursor will change to this symbol. Click once and drag it to a new location where you can resize it. Section Header placeholder Click and drag this preformatted section header placeholder to the poster area to add another section header. Use section headers to separate topics or concepts within your presentation. Text placeholder Move this preformatted text placeholder to the poster to add a new body of text. Picture placeholder Move this graphic placeholder onto your poster, size it first, and then click it to add a picture to the poster. Student discounts are available on our Facebook page. Go to PosterPresentations.com and click on the FB icon. QUICK TIPS (--THIS SECTION DOES NOT PRINT--) This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills. Below is a list of commonly asked questions specific to this template. If you are using an older version of PowerPoint some template features may not work properly. Template FAQs Verifying the quality of your graphics Go to the VIEW menu and click on ZOOM to set your preferred magnification. This template is at 100% the size of the final poster. All text and graphics will be printed at 100% their size. To see what your poster will look like when printed, set the zoom to 100% and evaluate the quality of all your graphics before you submit your poster for printing. Modifying the layout This template has four different column layouts. Right-click your mouse on the background and click on LAYOUT to see the layout options. The columns in the provided layouts are fixed and cannot be moved but advanced users can modify any layout by going to VIEW and then SLIDE MASTER. Importing text and graphics from external sources TEXT: Paste or type your text into a pre-existing placeholder or drag in a new placeholder from the left side of the template. Move it anywhere as needed. PHOTOS: Drag in a picture placeholder, size it first, click in it and insert a photo from the menu. TABLES: You can copy and paste a table from an external document onto this poster template. To adjust the way the text fits within the cells of a table that has been pasted, right-click on the table, click FORMAT SHAPE then click on TEXT BOX and change the INTERNAL MARGIN values to 0.25. Modifying the color scheme To change the color scheme of this template go to the DESIGN menu and click on COLORS. You can choose from the provided color combinations or create your own. © 2013 PosterPresentations.com 2117 Fourth Street, Unit C Berkeley CA 94710 posterpresenter@gmail.com Health care and nursing students educated in a college setting did not have opportunities to collaborate with members of other health care disciplines until after graduation. On graduate follow-up studies, students indicated that they needed more activities during their respective curricula to learn to interact with members of other health care disciplines. The objective of the experience was to engage students from health care disciplines to plan and deliver care to a simulated patient in a progressive scenario and to function as a multidisciplinary health care team in a high fidelity simulation laboratory. Students from nursing, paramedic, respiratory care, physician’s assistant, and medical programs took part in the experience. Approximately three hours was scheduled for the scenario with an additional 45 minutes for debriefing. From one to four students from each program participated in a progressive scenario about a patient who is seen first in the community. Then, the patient was transported to the emergency room, operating room, and finally to the acute care area in a high fidelity simulation laboratory. The other students in their respective classes and several faculty members observed the simulation in real time in near-by classrooms. Assessment consisted of faculty observations and completion of student surveys that included questions about the roles of the health care team members and interdisciplinary communication and collaboration. Abstract 1.Identify an interdisciplinary collaborative experience for learning communication techniques. 2.Explore the preparation necessary to organize an experience for interdisciplinary communication. 3.Discuss skills and resources necessary to implement an interdisciplinary collaborative experience. Objectives The nurse and respiratory therapist transported the patient to the operating room. Paramedics were called to assist a patient who had fallen from a ladder On the way to the hospital, the paramedics called ahead for orders from the physician. Simulation Lab ActivityConclusion and Debriefing The nurse and respiratory therapist conducted and immediate post- operative assessment. When the patient’s condition deteriorated, the nurse called the physician and rapid response team. Lessons Learned Faculty debriefed participants and observers about roles and inter- disciplinary communication. Contact Margaret Kroposki, PhD, RN University of Phoenix Online Faculty mkro18@email.phoenix.edu mkroposki@att.net Margaret Kroposki, PhD, RN, Laurie Pufpaff, MSN/ED, RN, & Barbara Nickles, MN, RN University of Phoenix and Greenville Technical College Implementing an Interdisciplinary Collaborative Experience Each discipline communicated within their discipline using their appropriate techniques but their means of communication did not translate to the other disciplines as expected. Interdisciplinary communication is not stressed or practiced enough throughout the health care educational process. Students from various disciplines had difficulty with transfer of information. Different disciplines used different language sets to describe patient situations – nurses use a head to toe or high priority format and MDs expected a systems approach. Body language was as important as verbal communication. Verbal/non-verbal communication was important when working as a team. Some disciplines expected others to know what to do next without specific orders. Some disciplines wanted specific orders. Producing a meaningful experience depended on the level of proficiency of each set of participants – some were closer to program completion and others were near the start of their program. Each discipline was unsure of the tasks that could be delegated to others. Roles expected were not the same as the role delivered. Observers saw multiple opportunities to improve patient safety - ID band, mislabeled medications, slow response to deteriorating patient condition. Physician, respiratory therapist, and nurse initiated a code. After surgery, the PACU nurse reported about the patient condition to the nursing staff in ICU. In the Emergency Department, paramedics reported to the nurse, respiratory therapist, physician’s assistant, and physician. The patient was readied to be transported to the hospital. Based on changes in the patient condition, the respiratory therapist intubated the patient and the nurse prepared the patient for the operating room. The nursing simulation coordinator convened a meeting to verify the each faculty member’s expectation for the experience. The group consisted of the Nursing simulation coordinator – also played the part of the patient’s wife Simulation lab coordinator – responsible for set-up and technical preparation of the lab Assistant simulation lab coordinator - also supplied the voice of the patient Nursing course coordinator – responsible for nursing students’ learning Respiratory course coordinator – responsible for respiratory care students’ learning EMT instructor - responsible for paramedic students’ learning Physician faculty member – responsible for medical students’ learning Area Health Education Center Coordinators – responsible for physician’s assistant students’ learning The faculty members for each discipline wrote and shared objectives and assignments so the students were ready to participate in the experience. All students had opportunities to learn skills in the simulation laboratory during their individual programs but this is the first opportunity to care for a patient and interact with members from other disciplines. Preparation