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.

http://www.youtube.com/watch?v=8VoXk_A-vnw

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