Effective collaboration and communication among health care team members are critical for providing safe medical care. Interprofessional education aims to instruct healthcare students how to learn with, from, and about healthcare professionals from different occupations to encourage effective collaboration to provide safe and high-quality patient care. The purpose of this study is to confirm the effectiveness of Interprofessional education by comparing students’ attitudes toward interprofessional learning before and after simulation-based interprofessional education, the perception of teamwork and collaboration between physicians and nurses, and the self-reported competency differences among students in interprofessional practice. The survey responses from 37 5th-year medical students and 38 4th-year nursing students who participated in an interprofessional education program were analyzed. The Attitude Towards Teamwork in Training Undergoing Designed Educational Simulation scale, the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration, and the Interprofessional Education Collaborative competency scale were used for this study. The demographic distribution of the study participants was obtained, and the perception differences before and after participation in interprofessional education between medical and nursing students were analyzed. After interprofessional education, student awareness of interprofessional learning and self-competency in interprofessional practice improved. Total scores for the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration did not change significantly among medical students but increased significantly among nursing students. Additionally, there was no significant change in the perception of the role of other professions among either medical or nursing students. We observed an effect of interprofessional education on cultivating self-confidence and recognizing the importance of interprofessional collaboration between medical professions. It can be inferred that exposure to collaboration situations through Interprofessional education leads to a positive perception of interprofessional learning. However, even after their interprofessional education experience, existing perceptions of the role of other professional groups in the collaboration situation did not change, which shows the limitations of a one-time short-term program. This suggests that efforts should be made to ensure continuous exposure to social interaction experiences with other professions.

/pdf/effectiveness-of-simulation-based-interprofessional-2wbwebx72m.pdf

Effectiveness of simulation-based interprofessional education for medical and nursing students in South Korea: a pre-post survey

Background Educational opportunities for health care professional students to learn collaborative communication and the roles and responsibilities of other disciplines are minimal unless faculty are intentional about facilitating this interdisciplinary learning. Objectives The aim of this study was to determine how a simulation-enhanced interprofessional education (Sim-IPE) teaching strategy fostered communication and interdisciplinary awareness between students from multiple disciplines. Method This pretest-posttest design surveyed undergraduate students from 5 disciplines. The Student Perceptions of Interprofessional Clinical Education-Revised tool examined students' perceptions of teamwork and roles after an in-depth, multistate critical care simulation experience. Results All students' perceptions of teamwork increased after the Sim-IPE. More experience in the health care field is associated with an increased perception of teamwork and roles/responsibilities. Discussion On the basis of these findings, the critical care Sim-IPE was an effective teaching strategy to increase the perception of roles and responsibilities of interprofessional critical care team members with applicability to many other specialty topics.

Health Care Professional Students' Perceptions of Teamwork and Roles After an Interprofessional Critical Care Simulation.

Establishing interprofessional identity is critical in preparing health care teams to work in collaborative environments and enhance efficacy of patient care. Accreditation standards for health profession programs have been implemented to include interprofessional education (IPE), yet there remains obfuscation regarding occupational therapy’s (OT) professional identity. The purpose of this prospective pre-post test study was to assess an experiential IPE event for health profession students (n = 170 from ten health profession programs) to: (1) determine the effectiveness of role playing and team-based case discussions on students’ knowledge and perceptions toward each other’s professions, and (2) specifically assess the impact of the IPE event on students’ perceptions toward OT roles and responsibilities. Health profession students were asked to complete a survey prior to and at the conclusion of the IPE event, which included the validated Interdisciplinary Education Perception Scale (IEPS) and non-standardized closed and open-ended questions. Quantitative analysis of responses showed a significant improvement in interdisciplinary perceptions after the experience as evidenced by higher IEPS scores. Post-test open-ended responses confirmed this finding. Health profession programs were stratified, revealing positive significant differences regarding OT. These findings suggest role-playing and team-based case discussions for IPE can have a positive impact on students’ interprofessional perceptions and understanding of OT.

/pdf/the-impact-of-interprofessional-education-on-health-1ss6gdh7.pdf

The Impact of Interprofessional Education on Health Profession Students’ Professional Identity

BACKGROUND The symptoms of post-traumatic stress disorder (PTSD) among medical staff has become a significant issue. Environments related to burns are highly stressful for nurses and can lead to PTSD, thus affecting their mental health. It is vital to consider that the quality of burns care, and the outcomes of such treatments, may be threatened if nurses experience PTSD. We evaluated PTSD symptoms in burns nurses and explored the correlations between demographic characteristics, work-related characteristics, professional identity, turnover intention, and PTSD symptoms. METHODS This was a cross-sectional study involving 273 nurses working in burns unit from Guangdong, China, between July and August 2019. Nurses were recruited from 30 hospitals and completed three validated psychological questionnaires: Post-traumatic Stress Disorder Checklist-Civilian Version (PCL-C), Professional Identity Scale for Nurses (PIS), and Turnover Intention Questionnaire (TIQ). We also collated information relating to socio-demographic and work-related characteristics. RESULTS The cut-off point for the PCL-C was defined as 38 points; 17.22% (n=47) of participants scored higher than or equal to 38. The PCL-C score was negatively correlated with professional identity level (P < 0.01) and positively correlated with turnover intention (P < 0.01). The workplace, mean monthly income, experience of workplace violence, and professional identity level, were important factors and all associated with the severity of PTSD. CONCLUSION PTSD symptoms were common in burns nurses. Attention should be paid to the mental wellbeing of these staff. Screening processes need to be initiated to identify individuals suffering from PTSD and take appropriate early interventional action.

The symptoms and factors associated with post-traumatic stress disorder for burns nurses: a cross-sectional study from Guangdong province in China.

A systematic review and meta-analysis of outcomes of interprofessional education for healthcare students from seven countries.

Participation in simulation-based interprofessional education (sim-IPE) may affect students’ attitudes towards interprofessional learning (through gaining experience with others) and their professional identity (by increasing the ‘fit’ of group membership). We examined this in two questionnaire studies involving students from four universities in two areas of the UK. Questionnaire data were collected before and after students took part in a sim-IPE session consisting of three acute scenarios. Questionnaires included the Readiness for Interprofessional Learning Scale (RIPLS) and measures of professional identity derived from the social identity theory literature. In Study 1, only identification with Professional Group (doctor or nurse) was measured, while in Study 2 identification with Student Group (medical or nursing student) and the immediate interprofessional Team worked with in the simulation were also measured. Linear mixed effects regression analysis examined the effect of the simulation session, and differences between medical and nursing students, sites and identity measures. A total of 194 medical and 266 nursing students completed questionnaires. A five-item subset of RIPLS (RIPLSCore) was used in analysis. In both studies RIPLSCore increased for all groups following participation in sim-IPE, although this was larger for nursing students in Study 1. Nursing students had consistently higher RIPLSCore scores than medical students at one site. Effects of the session on identity varied between sites, and dimensions of identity. Notably, while positive emotions associated with group membership (Ingroup Affect) increased for Student Group, Professional Group and Team, the sense of belonging (Ingroup Ties) and importance (Centrality) of the group increased only for Team. Nursing students had consistently higher identification scores than medical students. Participation in a sim-IPE session can improve attitudes towards interprofessional learning. It can also enhance professional identity, particularly as related to emotional aspects of group membership, with possible benefits for wellbeing. Changes in identification with the immediate Team suggest positive psychological consequences of ad hoc Team formation in the workplace. Differences between medical and nursing students suggest their differing opportunities to work with other professions during training may change baseline attitudes and identity. However, a single sim-IPE session can still have an additive effect.

/pdf/effects-of-a-single-interprofessional-simulation-session-on-t7pjtyavig.pdf

Effects of a single interprofessional simulation session on medical and nursing students' attitudes toward interprofessional learning and professional identity: a questionnaire study.

Simulation is a crucial component of undergraduate education. The University of Oxford, in collaboration with Oxford Brookes University, is pioneering a simulation programme designed to reinforce the value of multidisciplinary team working using a series of maximally realistic scenarios. During these scenarios, students experience events that simulation has traditionally avoided, including patient death. Death is a somewhat controversial subject, particularly in undergraduate simulation. Despite studies suggesting students find it challenging to deal with death encountered in clinical practice,1 some recommend this should never be simulated in undergraduate education.2 We believe that simulation has a useful role to play in preparing students for these emotionally challenging events.

Sessions comprise three 30-min scenarios over a half-day. A METI HPS manikin simulates the patient, an actor plays a family member, and an extended faculty of junior, middle-grade and senior doctors, and a nursing sister is provided. Each scenario is followed by a 45-min debrief.

Scenarios are managed by teams of two second-year nursing students and three final-year medical students. After a brief handover, nursing students begin treating the patient, and bleep the medical team to attend at an appropriate point. Students are never asked to work outside the role of a newly qualified FY1/staff nurse and are free to call on senior support. Responses from seniors depend on the quality of student handover.

Practical skills feature prominently. Scenarios are performed in real-time, and students are required to cannulate the manikin, prescribe all drugs and draw and label samples correctly. Students are provided with a simulated drug cupboard, including a lockable controlled-drugs box, and all necessary documentation.

Scenarios …

https://stel.bmj.com/content/bmjstel/4/2/99.full.pdf

‘The most useful exercise of medical school’: simulated death can be successfully incorporated into undergraduate simulation

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Effects of a single interprofessional simulation session on medical and nursing students' attitudes toward interprofessional learning and professional identity: a questionnaire study.

‘The most useful exercise of medical school’: simulated death can be successfully incorporated into undergraduate simulation