1. Teaching interprofessional communication using streaming media
Amelia S. Lanz, RN, MSN, CNE
Background Streaming media: A Skill Building Learning Outcomes Theoretical Framework
Exercise
 Nursing programs are expected to
 Streaming media to: The student will be able to:
graduate practice-ready nurses who  Engage in a self-paced, asynchronous learning  Effectively organize patient data using
demonstrate quality and safety in patient experience aimed at developing the SBAR method
care which includes interdisciplinary interprofessional communication skills.
communication” (Krautscheid, 2008, p.1).  Communicate information to provide an
 Three clinical scenarios are presented accurate clinical picture
utilizing human simulators, recorded and
then digitized for internet streaming.  Demonstrate confidence in the
 “The nursing student must learn how to interprofessional communication process
develop and present a cogent contextual  a nursing report is role-played to present
clinical picture that supports his or her background information. A simulated event
clinical assessment” (Benner, Tanner, & then unfolds providing the necessary
Chelsa, 2009). information to create and frame a patient status
report.
 Students use the SBAR method to organize
clinical information based on each scenario.
“Time-out” periods allow facilitators to pose
questions and offer guidance for the learner.
Evaluation Methods 1 Evaluation Method 2
Performance Student Feedback
Learning outcomes will be evaluated through
High Fidelity Simulation utilizing the
following scoring guide:  Students will complete a post simulation
experience evaluation as per college
policy.
 Questions regarding student perceptions
(positive and negative) of the streaming
media communication exercise will be
incorporated into the post simulation
student feedback tool.
*The scoring guide is used to evaluate the effectiveness
of streaming media instruction .