effects of interdisciplinary simulation on team collaboration skills
DESCRIPTION
Effects of Interdisciplinary Simulation on Team Collaboration Skills. Team Members: Susan Jones, MSN George Steer, PhD Patricia Airey, DHSc Milena Staykova, EdD Chase Pulsen, MEd Sarah Nicely, MPAS. News Alert. At 0700 there was an explosion at a local high school. - PowerPoint PPT PresentationTRANSCRIPT
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Effects of Interdisciplinary Simulation on Team Collaboration Skills
Team Members:Susan Jones, MSNGeorge Steer, PhDPatricia Airey, DHScMilena Staykova, EdDChase Pulsen, MEdSarah Nicely, MPAS
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At 0700 there was an explosion at a local high school.
A bombing by a student is suspected.
The hospital will receive 21 patients.
You will be divided into teams of 3(PA, NSG and RT students).
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Students Responsibilities1. Report to the command center at 0810.2. Collaborate in the assessment and writing of
orders. Use best practices to guide you.3. Implement the orders as a team.4. Evaluate outcomes and revise the plan of
care as needed.5. Patient and peer education is required.6. Document on the patient’s record.7. Debriefing will be held in room 418 at 1015.8. A pharmacy student, chaplain, and a resource person are available.
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Objectives of IP
Simulation Activity
• To increase students’ interprofessional team collaboration skills
• To transition skills from the classroom and practice laboratory to the clinical setting.
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Sample Cases• Trauma CasesMultiple TraumaBurnHead Injury with SeizurePneumo/HemothoraxSmoke Induced Respiratory arrestCardiac Tamponade/ArrestFx. Femur and Arm
• Pediatric CaseAsthma attack• OB casesEmergent DeliveryNewborn distress
• Cardiac cases Cardiac Tamponade/Arrest Acute MI• Shocks Anaphylactic Hypovolemic
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Utilization of Skills
• Collaboration• Communication• Critical Thinking• Cultural Awareness• Crisis Intervention• Standards of
Care/Best Practices• Trauma Assessment• Peer Education• Debriefing
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Literature Review
Recommendations from the IPEC (Interprofessional Collaborative Practice Council, 2011)
Team-Based Competencies: Building a shared foundation for education into clinical practice.
Core Competencies• Values/Ethics for Interprofessional Practice• Roles/Responsibilities for Collaborative Practice• Interprofessional Communication Practices• Interprofessional Teamwork and Team-based Practice
IPEC-Interprofessional Education Collaborative• IOM-Institute of Medicine• QSEN-Quality & Safety Education for Nurses• Jefferson College of Health Science QI-”Work with Me”• BSN Essential VI-Interprofessional Communication &
Collaboration for Improving Patient Outcomes.
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The Theoretical and Conceptual Framework
• Interprofessional Education Model • Simulation in Education Models Medium to high fidelity Human patient simulators • 3D Model of Debriefing (Zigmont, Kappus & Sudikoff, 2011) 1. Defusing 2. Discovering 3. Deepening
SWAT Method -Strengths -Weakness -Opportunities -Threats
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Interprofessional Planning Team
• Nursing• PA Department• Respiratory Therapy
• Fire Safety• EMS Department• Occupational Therapy• Physical Therapy
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Method and Design
Mixed Method StudyRQ: What are the effects of of an
interdicipliniary simulation activity on team collaborating skills?
• A survey based on 10 questions was administered pre and post activity
• Quantitative part-Confidence rating scale 0 (low) to 10 (high)
• Qualitative-Open ended questions• An IP team with a student from
physician assistant (PA), nursing (RN), and respiratory therapy (RT) programs
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PARN
RT
Pre-Test
Post-Test
Post-Test
Post-Test Post-Test
Pre-Test
Pre-Test Pre-Test
7
7.5
8
8.5
9
9.5
Pre-Test
Post-Test
Data Analysis
Pre-Test μ
Post-Test μ
PA 8.3 8.8
RN 7.9 9.3
RT 8.1 9.3
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Results and Discussions• The confidence level increased
significantly post simulation (p<0.05), overall, and within groups.
• The PA students - higher baseline of collaboration skills than the RN and RT students
• RN’s and RT’s showed greater amount of improvement of collaboration skills than the PA students (see Figure 1).
• Comments from PA students identified limited number of clinical practice hours to be a factor in the smaller degree of improvement.
• Normothetic content analysis: major theme - “beneficial”
(F=40, I=high, D=(+).
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Networking Lilly Conference
Elsevier/Mosby’s Faculty Development Institute
Virginia Tech Pedagogy Conference
UNCLynchburg College
Future PlansUse of Team STEPPS tool
Increase disciplinesIncrease fidelity level
IP CapstoneGrants
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References• American Association of College of Nursing. (2009, February 19). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.• Baker, C. , Pullings, P. , McGraw, R. , Dagone, J. , Hopkins-Rosseel, D. , & Medves, J. (2008). Simulation in interprofessional education for patient- centered collaborative care. Journal of Advanced Nursing, 64(4), 372-379.• Durham, C. F. & Alden, K. R. (2008, March.). Chapter 51. Enhancing patient safety in nursing education through patient simulation. In Hughes, Patient safety and quality: An evidence-based handbook for nurses. AHRQ Publication No. 08-0043. Rockville, MD: Agency for Healthcare Research and Quality.• Institute of Medicine Committee on Quality of Health Care in America. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.• National Council of State Board of Nursing. (2007, April 22). The role of simulation in nursing education: A regulatory perspective [Power Point Presentation]. Paper presented at AACN Hot Issues Conference. Denver, CO.• Yaffee, R. A. (n.d.). Mixed analysis of variances models with SPSS. Information Technology Services/Academic Computing Services. Retrieved from www.nyu.edu/its/socsci/Docs/SPSSMixed.ppt
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AcknowledgementThe team would like to thank Dr.
Karen Mann for permission to use her assessment tool,
Self-Efficacy Measure of Interprofessional Practice Competencies for Students.
The team would like to thank Dr. Tousman for the statistics consultation.
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Contact Information
If you have any additional questions or if you would like a site visit, please contact:
Mrs. Susan Jones at [email protected]