effects of interdisciplinary simulation on team collaboration skills
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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
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).
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.
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.
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
Utilization of Skills
• Collaboration• Communication• Critical Thinking• Cultural Awareness• Crisis Intervention• Standards of
Care/Best Practices• Trauma Assessment• Peer Education• Debriefing
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.
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
Interprofessional Planning Team
• Nursing• PA Department• Respiratory Therapy
• Fire Safety• EMS Department• Occupational Therapy• Physical Therapy
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
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
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=(+).
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
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
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.
Contact Information
If you have any additional questions or if you would like a site visit, please contact:
Mrs. Susan Jones at gkjones@jchs.edu
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