Sok Ying Liaw1, Wen Tao Zhou2, Tang Ching Lau3, Chiang Siau4, Sally Wai-Chi Chan5. 1. Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore; Centre for Healthcare Simulation, National University of Singapore, Singapore; National University of Health Care System, Singapore. Electronic address: nurliaw@nus.edu.sg. 2. Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore. Electronic address: nurzw@nus.edu.sg. 3. Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University of Health Care System, Singapore. Electronic address: tang_ching_lau@nuhs.edu.sg. 4. Centre for Healthcare Simulation, National University of Singapore, Singapore; Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University of Health Care System, Singapore. Electronic address: chiang_siau@nuhs.edu.sg. 5. Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore; National University of Health Care System, Singapore. Electronic address: nurcwcs@nus.edu.sg.
Abstract
BACKGROUND: Communication and teamwork between doctors and nurses are critical for optimal patient care. Simulation and interprofessional team learning are emerging as significant learning strategies to promote teamwork and communication between different health professionals. AIM: The aim of the study is to describe the development, implementation and evaluation of a simulation-based interprofessional educational (Sim-IPE) program, using a presage-process-product (3P) model, for improving medical and nursing students' communication skills in caring of a patient with physiological deterioration. METHOD: The program was conducted using full-scale simulation and communication strategies adapted from Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS). 127 medical and nursing students participated in a 3-hour small group interprofessional learning that incorporated simulation scenarios of deteriorating patients. Pre and post-tests were conducted to assess the students' self-confidence in interprofessional communication and perception in interprofessional learning. After the training, the students completed a satisfaction questionnaire. RESULTS: Both medicine and nursing groups demonstrated a significant improvement on post-test score from pre-test score for self-confidence (p<.0001) and perception (p<.0001) with no significant differences detected between the two groups. The participants were highly satisfied with their simulation learning. CONCLUSION: The Sim-IPE has better prepared the medical and nursing students in communicating with one another in providing safe care for deteriorating patient. In addition, it has improved their perception towards interprofessional learning. This pre-registration interprofessional education could prepare them for more comprehensive interprofessional team learning at post-registration level.
BACKGROUND: Communication and teamwork between doctors and nurses are critical for optimal patient care. Simulation and interprofessional team learning are emerging as significant learning strategies to promote teamwork and communication between different health professionals. AIM: The aim of the study is to describe the development, implementation and evaluation of a simulation-based interprofessional educational (Sim-IPE) program, using a presage-process-product (3P) model, for improving medical and nursing students' communication skills in caring of a patient with physiological deterioration. METHOD: The program was conducted using full-scale simulation and communication strategies adapted from Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS). 127 medical and nursing students participated in a 3-hour small group interprofessional learning that incorporated simulation scenarios of deteriorating patients. Pre and post-tests were conducted to assess the students' self-confidence in interprofessional communication and perception in interprofessional learning. After the training, the students completed a satisfaction questionnaire. RESULTS: Both medicine and nursing groups demonstrated a significant improvement on post-test score from pre-test score for self-confidence (p<.0001) and perception (p<.0001) with no significant differences detected between the two groups. The participants were highly satisfied with their simulation learning. CONCLUSION: The Sim-IPE has better prepared the medical and nursing students in communicating with one another in providing safe care for deteriorating patient. In addition, it has improved their perception towards interprofessional learning. This pre-registration interprofessional education could prepare them for more comprehensive interprofessional team learning at post-registration level.
Authors: Randal K Wada; Lorrie Wong; Anke Flohr; David Kurahara; Robin Arndt; Melodee J Deutsch; Dana Ing; Karol Richardson; Alexander Munro; Lori Kaneshige; Mary Mullis; Mychal Hatae; Cheryl L Albright Journal: Hawaii J Med Public Health Date: 2019-06