/pdf/simulation-in-medical-education-169rdu7fxh.pdf

Simulation in Medical Education

The aim of Using Evidence in Health and Social Care is to encourage healthcare practitioners to ask 2 questions: what counts as evidence, and is this research true for me, in my setting? The book's self declared target audience is practitioners in health and social care “who want to read research and apply it in practice and not for people who want to do research themselves.”

This book, like any overview of a large subject, is likely to please some of the people some of the time and leave everyone just a little dissatisfied. Although it claims to be aimed at the broadly defined “practitioner,” it seems better suited to students of the health oriented social sciences and …

https://ebm.bmj.com/content/ebmed/6/3/71.full.pdf

Using Evidence in Health and Social Care

Boundary violations that threaten professional-client relationships are rarely discussed at the coalface. There is an assumption that healthcare practitioners have the skills necessary to manage professional boundary dilemmas with clients. The issue, if addressed, is usually confined to discipline specific education and training. A one-day Professional Boundaries for Health Professionals (PBHP) training program was developed in response to real life practice dilemmas experienced by health practitioners across the continuum of care. The program was delivered to 109 participants throughout the state of Queensland, Australia, from government and non-government organizations. Participants were doctors, nurses, allied health (physiotherapists, occupational therapists, social workers, psychologists, dietitians, speech therapists), therapy assistants and personal care staff from a diverse range of hospital and community settings. Evaluations of PBHP suggest that the interprofessional learning context was valued with specific advantages identified in the use of adult learning approaches, the teaching of ethical decision making principles, the value of supervision and peer support and the opportunities provided for critical reflection. The effectiveness of training for healthcare practitioners in this area is discussed as a meaningful way of developing skills and engendering collaborative relationships between professional (e.g., occupational therapist, social worker) and paraprofessional (e.g., therapy assistant, personal care worker) groups. A combination of intensive training in professional boundaries.

Towards Healthy Professional-Client Relationships: The Value of an Interprofessional Training Course

Boundary violations that threaten professional-client relationships are rarely discussed at the coalface. There is an assumption that healthcare practitioners have the skills necessary to manage professional boundary dilemmas with clients. The issue, if addressed, is usually confined to discipline specific education and training. A one-day Professional Boundaries for Health Professionals (PBHP) training program was developed in response to real life practice dilemmas experienced by health practitioners across the continuum of care. The program was delivered to 109 participants throughout the state of Queensland, Australia, from government and non-government organizations. Participants were doctors, nurses, allied health (physiotherapists, occupational therapists, social workers, psychologists, dietitians, speech therapists), therapy assistants and personal care staff from a diverse range of hospital and community settings. Evaluations of PBHP suggest that the interprofessional learning context was valued with specific advantages identified in the use of adult learning approaches, the teaching of ethical decision making principles, the value of supervision and peer support and the opportunities provided for critical reflection. The effectiveness of training for healthcare practitioners in this area is discussed as a meaningful way of developing skills and engendering collaborative relationships between professional (e.g., occupational therapist, social worker) and paraprofessional (e.g., therapy assistant, personal care worker) groups. A combination of intensive training in professional boundaries and opportunities for ongoing professional development are important for all health practitioners.

Towards healthy professional-client relationships: The value of an interprofessional training course

This research reports on findings from an interprofessional teaching and learning (IPL) activity delivered to 211 final year medical and nursing students using a simulated patient with delirium in a simulated clinical environment. The aims of the study were to develop, trial and evaluate an interprofessional learning approach and compare this with a uniprofessional learning (UPL) approach. Students’ knowledge and perceptions of the learning experience were evaluated for both groups. The objectives of the study were to identify whether an interprofessional approach:
•	increased students’ knowledge of, and confidence in, managing patients with delirium;
•	developed students’ appreciation of each other’s roles in the management of delirium; 
•	developed students knowledge of, and confidence in performing interprofessional collaborative practice skills.
An additional objective was to determine whether a modified Readiness for Interprofessional Learning Scale (M-RIPLS) was a valid and reliable instrument to use in the pre-registration setting, in an Australian context. 
To address these objectives a Delirium Knowledge Test, an Interprofessional Learning Rating Scale and the M-RIPLS were used. Post-test questionnaires determined the perceptions of the students about the intervention. Individual interviews were used to further explore students’ perceptions of the experience. Four Sub-scales emerged from the Factor Analysis of the M-RIPLS instrument: “Teamwork & Collaboration”; “Patient Centredness”; “Roles & Responsibilities”; and, “Professional Freedom”. The scale was consistent with other iterations of both the original and modified version of the tool. 
Results indicated that the interprofessional education approach used in this cohort:
•	Increased students’ knowledge of delirium;
•	Increased students’ ratings of how IPL influences effective interprofessional collaborative practice (ICP);
•	Improved nursing and medical students’ knowledge and appreciation of each other’s roles;
•	Developed attitudes of appreciation, trust and respect amongst the students of the two professions; and,
•	Increased students’ confidence and perceptions of their personal development in interprofessional collaborative competencies, such as the ability to work in teams, to collaborate, to communicate interprofessionally and to work towards making the patient the centre of health care delivery.
This study also revealed that a blended learning approach incorporating the use of simulation was the most effective way to deliver IPL and to develop ICP competencies.

Learning about delirium in a simulated clinical environment : an interprofessional learning intervention for final year medical and nursing students

Health care professionals are required to work collaboratively to prevent fragmented care and improve the quality of the patient's journey. The drive for multi-professional and inter-professional education is aimed at nurturing collaboration by engaging in joint educational initiatives. Although many United Kingdom (UK) policy documents endorse multi-professional and inter-professional initiatives, few seek to address the significant challenges inherent within these ventures. This paper uses force field analysis to make explicit the challenges experienced by two National Health Service (NHS) organizations on the east coast of Scotland during the initiation phase of a multi-professional clinical skills project. An action research methodology is employed to highlight the strategies adopted by the project team. The authors suggest that gaining insight into the cultural, logistical and educational challenges inherent in such initiatives provides valuable data to plan appropriate strategies to aid project success.

The challenges of initiating a multi-professional clinical skills project.

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

M. Lorente

Author Tools

Chat about Author

Papers

The challenges of initiating a multi-professional clinical skills project.