Transcript Effects of Interdisciplinary Simulation on Team Collaboration

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
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 Responsibilities
1. 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 Cases
• Cardiac cases
Multiple Trauma
Cardiac
Burn
Tamponade/Arrest
Head Injury with Seizure
Acute MI
Pneumo/Hemothorax
• Shocks
Smoke Induced Respiratory arrest
Anaphylactic
Cardiac Tamponade/Arrest
Hypovolemic
Fx. Femur and Arm
• Pediatric Case
Asthma attack
• OB cases
Emergent Delivery
Newborn distress
Utilization of Skills
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Collaboration
Communication
Critical Thinking
Cultural Awareness
Crisis Intervention
Standards of Care/Best
Practices
• Trauma Assessment
• Peer Education
• Debriefing
Literature Review
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.
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
The Theoretical and Conceptual
Framework
• Interprofessional Education Model
• Simulation in Education Models
Medium to high fidelity
Human patient simulators
SWAT Method
-Strengths
• 3D Model of Debriefing
-Weakness
(Zigmont, Kappus & Sudikoff, 2011)
-Opportunities
1. Defusing
-Threats
2. Discovering
3. Deepening
Interprofessional
Planning Team
• Nursing
• PA Department
• Respiratory Therapy
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•
•
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Fire Safety
EMS Department
Occupational Therapy
Physical Therapy
Method and Design
Mixed Method Study
RQ: 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
Data Analysis
9.5
PA
PreTest μ
PostTest μ
8.3
8.8
Post-Test
Post-Test
Post-Test
9
8.5
Pre-Test
RN
7.9
9.3
Pre-Test
8
Pre-Test
Pre-Test
Post-Test
7.5
RT
8.1
9.3
7
Post-Test
PA
Pre-Test
RN
RT
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
UNC
Lynchburg College
Future Plans
Use of Team STEPPS tool
Increase disciplines
Increase fidelity level
IP Capstone
Grants
References
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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 patientcentered 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
Acknowledgement
The 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 [email protected]