Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
Analysis of Relationship Between Associate Degree Nursing Student’s Self-Conf...Crimsonpublisherscojnh
Increasing patient acuity and complex health care demand the need for preparing competent graduate nurses. However, reduced availability of clinical setting exists translating to difficulties obtaining patient care experiences for nursingstudents. This ongoing issue demands nurse educators to seek alternative teaching strategies. High-fidelity simulation experiences can provide learning environment very similar to the clinical setting. The purpose of this descriptive co-relational quantitative research study was to examine what relationships, if any, existed between associate degree nursing students' self-confidence in learning and their perceived presence of five instructional design characteristics in a high-fidelity simulation learning experience.
The nursing students' perceived experiences were measured by the NLN (National League for Nursing) Self-Confidence in Learning and Simulation Design Survey instruments. Study participants were asked to rate the level of importance of each variable (Self-Confidence and Simulation Design Instruments) on a Likert scale with the following rating: 1= strongly disagree to 5= strongly agree. The results of this study identified students' perceptions on the importance of realism and debriefing (feedback/guided reflection) in a simulation experience. Additional findings highlighted the importance to students of definitive objectives and information, which influence their self-confidence in learning within a simulation learning environment.
It is evident the use of simulation as an educational tool is becoming more prevalent in the health care settings. This is especially important in response to the growing shortage of accessible clinical sites and available faculty. The findings of this study support the need for more quantitative research to evaluate the use of high-fidelity simulation experiences on nursing students learning outcomes
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000513.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
Analysis of Relationship Between Associate Degree Nursing Student’s Self-Conf...Crimsonpublisherscojnh
Increasing patient acuity and complex health care demand the need for preparing competent graduate nurses. However, reduced availability of clinical setting exists translating to difficulties obtaining patient care experiences for nursingstudents. This ongoing issue demands nurse educators to seek alternative teaching strategies. High-fidelity simulation experiences can provide learning environment very similar to the clinical setting. The purpose of this descriptive co-relational quantitative research study was to examine what relationships, if any, existed between associate degree nursing students' self-confidence in learning and their perceived presence of five instructional design characteristics in a high-fidelity simulation learning experience.
The nursing students' perceived experiences were measured by the NLN (National League for Nursing) Self-Confidence in Learning and Simulation Design Survey instruments. Study participants were asked to rate the level of importance of each variable (Self-Confidence and Simulation Design Instruments) on a Likert scale with the following rating: 1= strongly disagree to 5= strongly agree. The results of this study identified students' perceptions on the importance of realism and debriefing (feedback/guided reflection) in a simulation experience. Additional findings highlighted the importance to students of definitive objectives and information, which influence their self-confidence in learning within a simulation learning environment.
It is evident the use of simulation as an educational tool is becoming more prevalent in the health care settings. This is especially important in response to the growing shortage of accessible clinical sites and available faculty. The findings of this study support the need for more quantitative research to evaluate the use of high-fidelity simulation experiences on nursing students learning outcomes
https://crimsonpublishers.com/cojnh/fulltext/COJNH.000513.php
For more open access journals in Crimson Publishers
Please click on link: https://crimsonpublishers.com/
For More Articles on Medical Rehabilitation
Please click on: https://crimsonpublishers.com/cojnh/
Transfer of Learning using Simulation Based Education among Students of Teach...ijtsrd
Nursing is a scientific profession, based on theory and art of care. However, the theory practice gap has become the biggest challenge of this profession and decreases the quality of service both in teaching and practice. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency to learn at their own pace and to freely make mistakes. A simulation is an educational process that can replicate clinical practices in a safe environment. Purpose The purpose of this study was to explore and describe how the fourth year and clinical intern nursing students perceived simulation based learning in contributing their ability to transfer their learning from theory into practice. Objectives To explore the conceptualization of Simulation based learning amongst final year and intern nursing students, and to explore their challenges and perception in implementing it, during their clinical practice. Methods The study used descriptive mixed method and data was collected using focus groups and pre validated semi structured questionnaire. All focus group discussions were audiotaped, transcribed verbatim, and narratives were compared with the recordings to establish accuracy, credibility and reliability of data. Qualitative narratives were translated to English and analysed through an inductive thematic content analysis. Results Two major themes were identified Self confidence and satisfaction subcategorized in terms of enhancing collaboration, improve personal and interpersonal skills, and patient outcomes. Sahar Mohammed Aly | Pushpamala Ramaiah | Sushmitha Ramaiah | Tasnim Atef Elgazzar "Transfer of Learning using Simulation Based Education among Students of Teaching Institutions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29707.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/29707/transfer-of-learning-using-simulation-based-education-among-students-of-teaching-institutions/sahar-mohammed-aly
Portfolio - "Encouraging Better Employee Health Practices" - by Kim Mitchell,...Kim Elaine Mitchell
Portfolio containing entire research involved in preparing this assignment on "Encouraging Better Employee Health Practices." Includes: Bibliographies, Learning Needs Surveys, Evaluation Surveys, Brochure, and Journal.
Effectiveness of Lecture Cum Demonstration Method on Knowledge and Skill Rega...Vivek Jamnik
The study aims to find the effectiveness of lecture cum demonstration method on knowledge and skill
regarding cranial nerve assessment among under graduate nursing student in selected nursing college.
'Demystifying Knowledge Transfer- an introduction to Implementation Science M...NEQOS
Powerpoint presentation from 'Demystifying Knowledge Transfer: an introduction to Implementation Science' - 28th May 2014.
Facilitated by Professor Jeremy Grimshaw and Dr Justin Presseau
Portfolio - "Encouraging Better Employee Health Practices" - by Kim Mitchell,...Kim Elaine Mitchell
Portfolio containing entire research involved in preparing this assignment on "Encouraging Better Employee Health Practices." Includes: Bibliographies, Learning Needs Surveys, Evaluation Surveys, Brochure, and Journal.
Effectiveness of Lecture Cum Demonstration Method on Knowledge and Skill Rega...Vivek Jamnik
The study aims to find the effectiveness of lecture cum demonstration method on knowledge and skill
regarding cranial nerve assessment among under graduate nursing student in selected nursing college.
'Demystifying Knowledge Transfer- an introduction to Implementation Science M...NEQOS
Powerpoint presentation from 'Demystifying Knowledge Transfer: an introduction to Implementation Science' - 28th May 2014.
Facilitated by Professor Jeremy Grimshaw and Dr Justin Presseau
Using GOOGLE Scholar, you must choose a scholarly journal article .docxjessiehampson
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
Using GOOGLE Scholar, you must choose a scholarly journal article .docxadkinspaige22
Using GOOGLE Scholar, you must choose a scholarly journal article on the topic of psychology. You may choose any article you feel contributes to the field of psychology and will write a 5 page paper (including cover page and reference page) based on the article.
Please use the following criteria when writing your paper: Times New Roman. 12point. Double-spaced. APA Style. Reference must be included at the end of the paper.
Please use the following website: https://scholar.google.com/
This paper is worth 100 points total. This must be submitted prior to the start of class on
Monday Class, April 18, 2020, 11:59pm.
Tuesday Class, April 19, 2020, 11:00pm.
There will be 5 points deducted for every day the assignment is late up to one
week. After that point, the student will earn a score of "0".
Introduction – 10pts
Introduce the topic and your reason for choosing this topic
Main topic- 45pts
Describe and discuss the topic (15pts)
The relationship to nursing (15pts)
The impact of topic on a specific population (could be cultural, the nurse, the
health care profession, the student, education) different from the main focus. This
could be positive or negative or both- (15pts)
Summary- 10pts
Incorporate a minimum of 2 peer reviewed journal articles into your paper to provide
insight to your topic- 15pts
APA format -10pts
Grammar, spelling, punctuation- 10pts
You may have no more than ONE direct quote. Must be cited properly.
Length of paper is 2-3 pages. In addition you must have a title page and a reference page.
Times New Roman 12pt. Font
One inch margins
Double spaced
U
ndertaking clinical skills is a central part of a nurse’s
professional role and successful clinical outcomes
depend on the competent performance of technical
procedures as well as an appropriate level of
understanding and a professional attitude (McNett,
2012; Harmon et al, 2016). Therefore, clinical skills teaching is a
vital part of the curriculum for pre-registration learners.
There is debate around whether skills teaching is the domain
of universities or practice placement settings (Borneuf and Haigh,
2010). Francis (2018) suggests that, as curriculum and practice
pressures have changed over time, questions have arisen over
who is responsible for clinical skills teaching, with nurse educators
not viewing it as their role and clinical staff having insufficient
resources to deliver the teaching (Borneuf and Haigh, 2010).
Tensions exist between the demands placed on nurse educators
to demonstrate excellence in teaching, research and maintaining
clinical credibility (Råholm et al, 2016). Leonard et al (2016)
argue that nurse educators do not need to undertake regular
clinical practice to demonstrate professional credibility in the
teaching environment of a university. Although it is suggested
Teaching clinical skills in pre-registration
nurse education: value and methods
Gary Francis and Martina O ...
The Effectiveness of Low Fidelity Simulation in the Training of Undergraduate...ijtsrd
Background This study entitled “the effectiveness of low fidelity simulation training technology in nursing education in Buea municipality” was aimed at examining the effectiveness of low fidelity simulation in the training of nursing students. Low fidelity simulators have been utilized quite effectively by students to practice psychomotor skills in a controlled environment. Methodology A cross sectional descriptive design was used employing a concurrent nested mixed method approach. All students enrolled for undergraduate degree nursing program were involved in the study. Data was collected from 85 nursing students using a semi structured questionnaire from three nursing institutions. Open ended questions were analyzed thematically with the help of exploratory tables whereby umbrella terms codes or themes were derived and integrated in the predefined list of indicators. Close ended questions’ data were entered using EpiData Version 3.1 and analysed with the support of SPSS version 21.0. All statistics were presented at the 95 Confidence Level CL , level of significance or Alpha set at 0.05. Results Findings revealed that nursing students know what a mannequin is 94.1 and identified low fidelity simulation as a support to clinical practice 83.5 . Set objectives were met following simulation activities 78.8 despite its low reality with transfer of knowledge from theory to practice 87.1 indicating increase in frequency of use in training from once a month in first year 57.6 to more than three times a month in the fourth year 51.8 . Also, it was identified from the coded themes that learners enjoy participating in simulations and find them rewarding and educationally satisfying with students indicating that it results in learning, acquisition of knowledge and practical skills amongst others and that more time should be allocated for the simulation activity. Conclusion It is based on these findings that the researcher concludes that low fidelity simulation is an effective teaching and learning method when best practices are adhered to. The researcher therefore recommends that Simulation activities should be carried out more frequently to enable the students become familiar with case scenarios for better understanding when they occur in real clinical practice. Niying Mirabelle Ngoin "The Effectiveness of Low-Fidelity Simulation in the Training of Undergraduate Nursing Students: Survey of Fourth Year Students in Buea Municipality, Fako Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60073.pdf Paper Url: https://www.ijtsrd.com/biological-science/other/60073/the-effectiveness-of-lowfidelity-simulation-in-the-training-of-undergraduate-nursing-students-survey-of-fourth-year-students-in-buea-municipality-fako-division/niying-mirabelle-ngoin
Implementing SBAR
Student's Name
Institutional Affiliation
Course Details
Instructor's Name
Date
Implementing SBAR
SBAR communication tool is an effective and simple communication method that works across all the healthcare disciplines to create a safer working environment. Müller et al. (2018) reveal that using SBAR enhances efficacy, accuracy, and efficiency of handoff reports which boosts patient safety by improving communication and encouraging patient involvement Ineffective, absent, or inadequate communication leading to patient safety concerns has become a big problem in many care facilities, including where I work. According to Herawati et al. (2018), poor patient handoff communication from caregivers reduces patient safety. Regardless of the technological advancements, interdisciplinary care providers in many care facilities still do not communicate effectively, threatening patient's safety.
The use of written handoff using SBAR was implemented two years ago in the hospital I work. The handoff is easily accessible by all interdisciplinary team directly working with the patient and this is also used as a communication tool when giving report. According to Uhm et al. (2019), implementing a well-developed SBAR program of communication grounded on learning theory improves nurses' communication skills and boosts their confidence during patient handover. All the team member in the hospital identified the implementation of SBAR (Situation-Background-Assessment-Recommendation) as a solution for the persisting communication problem among caregivers, especially during patient handoffs within the hospital. The use of SBAR as a communication tool has been highly effective, reading the SBAR handoff note only allows you to know a lot about the patient situation and history. Implementing the evidence-based intervention is timely and in line with the organization's policies that prioritize patient safety and high-quality care delivery. Standardized processes, including SBAR, have effectively eradicated missing care information incidents and promoted information sharing among healthcare professionals. Studies have established poor communication during patient handoffs as the main cause of misguided actions, lost information, and misinterpretation of critical care information (Uhm et al., 2019). I will desceibe the steps of implementing evidenced practice at my working according to the discussion I had with my manager.
The model for improvement is a four steps approach that guides the effective implementation of SBAR to solve communication problems among caregivers. Planning is the first model's step to implementing the SBAR practice. This phase involves visible and strong leadership from the hospital's senior managers and clinical champions to gather enough support for the practice change (Müller et al., 2018). At this phase, the team should decide where to start the SBAR test by thinking about the area with substantia ...
By administering assessments and analyzing the results, targeted aTawnaDelatorrejs
By administering assessments and analyzing the results, targeted and individualized interventions can be determined to best serve the needs of students with disabilities. The actual implementation of the interventions provides teachers opportunities to collect data and gauge the effectiveness of the interventions in addressing documented student needs. Teachers can also gain important skills and knowledge on how to best advocate for practical classroom interventions. Teachers will also be able to collaborate with colleagues and families in mentoring students to take ownership of learning strategies.
Allocate at least 2 hours in the field to support this field experience,
Part 1: Assessment and Interventions
Select at least one student to whom you will administer the informal RTI assessment created in Clinical Field Experience A. Score the assessment and share the results with the student to increase understanding of his or her strengths and areas for improvement.
Collaborate with the certified special education teacher and the student to develop 2-3 interventions based on the student assessment data to support the student’s progress in the classroom. In addition, detail one intervention that can be incorporated at home with family support.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Reflection
In 250-500 words, summarize and reflect upon the following:
· Describe each intervention, including teacher, student, and family roles, where applicable.
· Your experiences administering the assessment, analyzing the results, and providing the student feedback on his or her performance.
· Explain how you expect the interventions you developed to meet the needs of the student, incorporating his or her assessment results in your response.
· Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
6
Annotated Bibliography
Student’s Name
Course
Instructor’s name.
Institutional Affiliation
October 7, 2021.
Annotated Bibliography
Ali, H., Ibrahem, S. Z., Al Mudaf, B., Al Fadalah, T., Jamal, D., & El-Jardali, F. (2018). Baseline assessment of patient safety culture in public hospitals in Kuwait. BMC Health Services Research, 18(1). https://doi.org/10.1186/s12913-018-2960-x
The researchers conducted a cross-sectional study in 16 public hospitals in Kuwait using the Hospital Survey on Patient Safety Culture (HSOPSC). The study aimed to assess patient safety culture in public hospitals as perceived by hospital staff and relate the findings similar to regional and international ...
Obesity Treatment Challenge simulation for medical students. Clinical Tools, Inc
Tanner B, Rossie K. Obesity Treatment Challenge simulation for medical students. International Meeting on Simulation in Health Care; 2017 January 29; Orlando, FL.
Literature Evaluation TableStudent Name Vanessa NoaChange.docxmanningchassidy
Literature Evaluation Table
Student Name: Vanessa Noa
Change Topic (2-3 sentences): Patient safety is one of the pertinent issues in nursing home health care. The literature evaluation table summarizes the strength and relevance of eight peer-reviewed articles on the role of nurse education on fall prevention.
Criteria
Article 1
Article 2
Article 3
Article 4
Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
Author: Howard Katrina
Journal: MEDSURG Nursing
https://www.thefreelibrary.com/Improving+Fall+Rates+Using+Bedside+Debriefings+and+Reflective+Emails%3A...-a0568974192
Authors: Jang and Lee
Journal: Educational Gerontology
Link: https://doi.org/10.1080/03601277.2015.1033219
Authors: Kuhlenschmidt et al.
Journal: Clinical Journal of Oncology Nursing
Link: https://doi.org/10.1188/16.CJON.84-89
Authors: Minnier et al.
Journal: Creative Nursing
Link: https://doi.org/10.1891/1078-4535.25.2.169
Article Title and Year Published
Title: Improving Fall Rates Using Bedside Debriefings and Reflective Emails: One Unit’s Success Story
Year: 2018
Title: The Effects of an Education Program on Home Renovation for Fall Prevention of Korean Older People
Year: 2015
Title: Tailoring Education to Perceived Fall Risk in Hospitalized Patients With Cancer: A Randomized, Controlled Trial
Year: 2016
Title: Four Smart Steps: Fall Prevention for Community-Dwelling Older Adults
Year: 2019
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
RQs: Why falls remain a challenging and complex problem
What innovative measures can reduce patient falls
Quantitative research
Aim/purpose: To discuss a project that seeks to implement innovative measures that help decrease patient falls
RQs: Does an education program on home renovation reduce falls among older people?
Quantitative study
Hypothesis: Appropriate education is crucial for fall prevention
Aim/Purpose: To verify the impacts of an education program on home renovation for preventing falls among older adults
RQs: Are there evidence-based interventions tailored to the perception of falls risk
Quantitative study
Aim/Purpose: To determine the effects of tailored, nurse-delivered interventions
RQs: Do guides for fall prevention enhance older adults’ knowledge and awareness of fall risks.
Quality improvement project
Aim/Purpose: To implement a simple, author-designed guide for fall prevention among older adults dwelling in the community
Design (Type of Quantitative, or Type of Qualitative)
Survey
Quasi-experimental
Randomized, controlled design
Narrative model
Setting/Sample
A team of clinical staff and leaders
51 participants
91 patient participants
Senior center
Methods: Intervention/Instruments
Open discussions to enable clinical staff to discuss concerns and provide feedback
In-depth interviews and survey
A two-group, controlled design. This design helped to test interventions in the bone marrow plantation unit
The prevention program dubbed Fou.
Welcome to Secret Tantric, London’s finest VIP Massage agency. Since we first opened our doors, we have provided the ultimate erotic massage experience to innumerable clients, each one searching for the very best sensual massage in London. We come by this reputation honestly with a dynamic team of the city’s most beautiful masseuses.
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
R3 Stem Cells and Kidney Repair A New Horizon in Nephrology.pptxR3 Stem Cell
R3 Stem Cells and Kidney Repair: A New Horizon in Nephrology" explores groundbreaking advancements in the use of R3 stem cells for kidney disease treatment. This insightful piece delves into the potential of these cells to regenerate damaged kidney tissue, offering new hope for patients and reshaping the future of nephrology.
Telehealth Psychology Building Trust with Clients.pptxThe Harvest Clinic
Telehealth psychology is a digital approach that offers psychological services and mental health care to clients remotely, using technologies like video conferencing, phone calls, text messaging, and mobile apps for communication.
Navigating the Health Insurance Market_ Understanding Trends and Options.pdfEnterprise Wired
From navigating policy options to staying informed about industry trends, this comprehensive guide explores everything you need to know about the health insurance market.
We understand the unique challenges pickleball players face and are committed to helping you stay healthy and active. In this presentation, we’ll explore the three most common pickleball injuries and provide strategies for prevention and treatment.
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...ILC- UK
The Healthy Ageing and Prevention Index is an online tool created by ILC that ranks countries on six metrics including, life span, health span, work span, income, environmental performance, and happiness. The Index helps us understand how well countries have adapted to longevity and inform decision makers on what must be done to maximise the economic benefits that comes with living well for longer.
Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
Dr Shyam Bishen, Head, Centre for Health and Healthcare and Member of the Executive Committee, World Economic Forum
Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...
Interprofessional Simulation: An Effective Training Experience for Health Care Professionals Working in Community Hospitlas
1. Featured Article
Interprofessional Simulation: An Effective
Training Experience for Health Care Professionals
Working in Community Hospitals
Dawn Prentice, RN, PhDa
, Karyn Taplay, MSN, RNCa
,
Elizabeth Horsley, RN, BScN, BAa
, Sue Payeur-Grenier, RNb
, Dan Belford, RRTb
a
Brock University, St. Catharines, Ontario L2S 3A1, Canada
b
Niagara Health System, St. Catharines, Ontario L2R 5K3, Canada
KEYWORDS
interdisciplinary
training;
simulation;
teaching methods;
hospital;
collaboration;
interprofessional
communication
Abstract
Background: This descriptive study measured the effectiveness of and participants’ satisfaction with
an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method: Health care professionals completed a 1-day clinical simulation workshop on interprofessional
collaboration, after which they had the opportunity to fill out 4 evaluative instruments.
Results: One hundred sixty-three participants completed the questionnaires. The majority were regis-
tered nurses (73.6%). Subscale scores were calculated for 3 of the instruments, with the mean ranging
from 3.99 to 4.61 out of a possible maximum rating of 5. Content analyses of the participants’ comments
resulted in 6 themes: (a) simulation as a learning experience, (b) the learning environment, (c) inter-
professional collaboration learning continuum, (d) cohesiveness, (e) adapting to change, and (f) im-
proved patient outcomes.
Conclusions: Simulation was highly rated as an effective teaching strategy for interprofessional
collaboration. Staff expressed satisfaction with simulation as a teaching strategy.
Cite this article:
Prentice, D., Taplay, K., Horsley, E., Payeur-Grenier, S., & Belford, D. (2010, Month). Interprofessional
simulation: An effective training experience for health care professionals working in community
hospitals.
Ó 2010 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier
Inc. All rights reserved.
Introduction
Simulation is a teaching strategy that is gaining popularity in
nursing and in other allied health professions. Simulation
technology provides the opportunity to develop realistic sce-
narios for many different levels of learners, from undergrad-
uate to postgraduate, in a safe environment (Morgan &
Cleave-Hogg, 2002). Simulation activities can facilitate cog-
nitive skills, critical thinking, and clinical reasoning and en-
hance psychomotor performance (Grady et al., 2008).
Following a simulation experience, learners are often given
the opportunity to debrief. Throughout the debriefing pro-
cess, learners reflect on the experience and receive feedback.
In addition to practical applications, simulation experi-
ences provide learners with an opportunity to integrate
knowledge, apply it, and examine the results of theirCorresponding author: dprentice@brocku.ca (D. Prentice).
1876-1399/$ - see front matter Ó 2010 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
doi:10.1016/j.ecns.2010.03.001
Clinical Simulation in Nursing (2010) -, ---
www.elsevier.com/locate/ecsn
ARTICLE IN PRESS
2. actions (Baker et al., 2008). Learning can occur during the
simulation or the debriefing or when knowledge is trans-
ferred from the simulation to the clinical setting (Bradley
& Postlethwaite, 2003). The concept of simulation for pro-
moting interprofessional practice was born of the need to
support staffing changes and facilitate the adoption of an in-
terprofessional collaborative
model of care. This model
of care was implemented in
a local health care system
consisting of seven commu-
nity hospitals. The health
care system introduced four
registered respiratory thera-
pists, working to full scope,
into the registered nurses’
rotation to support the inter-
professional collaborative
care model. In tandem with
these changes, the health
care system participated in
the Health and Human Re-
sources Demonstration Site
Project funded by the On-
tario Ministry of Health
and Long-Term Care Nurs-
ing Secretariat. This initia-
tive focused on the
development of best prac-
tice staffing approaches and
interprofessional collabora-
tion (IPC) education initiatives to build capacity for sus-
tainable human resources planning. Three key
interprofessional care core competencies were developed
as part of this initiative: (a) interpersonal and communica-
tion skills, (b) client- and family-centered care, and (c) col-
laborative practice.
Interprofessional workshops were implemented to pro-
vide health care professionals with the knowledge and
skills to learn about working collaboratively on interpro-
fessional teams. The interprofessional project team from
the local health care system partnered, with the nursing
faculty from the local university, to develop, implement,
and evaluate the workshops. Simulation was chosen as
a teaching strategy for three reasons: (a) it provides a safe
environment in which learners can make decisions and
evaluate outcomes without risk to patients (Bradley & Post-
lethwaite, 2003), (b) it had previously been used for con-
tinuing education with this population and was perceived
as a positive learning experience, and (c) the project team
wanted the staff members to experience learning in an ac-
ademic environment outside their typical work setting.
The effectiveness of using high-fidelity simulation for
interprofessional student education has been previously
reported (Baker et al., 2008; Fernandez, Parker, Kalus, Miller,
& Compton, 2007; Mikkelsen Kyrkjebø, Brattebø, & Smith-
Strøm, 2006). However, there is a paucity of research about
the use of clinical simulation for educating health care profes-
sionals. Thus, the purpose of this descriptive study was to
measure the effectiveness and satisfaction of simulation as
a teaching strategy for health care professionals.
Development and Implementation of the Simula-
tion Scenarios
The interprofessional practice leader from the health care
system and the university nursing lab coordinator de-
veloped the scenarios for use with a high-fidelity human
patient simulator. The interprofessional practice leader is
a registered respiratory therapist and experienced advance
cardiac life support instructor who brought clinical exper-
tise to the simulation design. The lab coordinator was
responsible for programming the scenarios and setting up
the simulations to create a realistic environment. The
opening sequence for each scenario was preprogrammed;
however, patient parameters were adjusted throughout the
scenarios in response to participants’ actions.
Three scenarios were developed, two adult and one infant.
Although the focus was IPC, scenarios that dealt with critical
or traumatic situations were chosen as the background to al-
low staff to apply concepts of IPC to situations that mirror
what they encounter in their practice. Prior to the start of
the simulations, participants were informed that this was
a learning session. They were assured that it was not a test
and that they would not be graded on their clinical skills. Fa-
cilitated debriefing sessions were conducted after each sce-
nario by the interprofessional practice leader, the project
manager, and three clinical educators, all of whom had expe-
rience in debriefing techniques. The debriefing questions
were developed by the facilitators on the basis of the core
competencies of interprofessional care and included guided,
open-ended, and reflective questions. The purpose of the de-
briefing was to promote the exchange of ideas and foster an
open and supportive learning environment.
Ethics Clearance
Ethics clearance was obtained from both the university ethics
review board and the ethics review board for the health care
system. Prior to commencement of the workshops, staff
members from the clinical areas involved were given a letter
of information about the study and an invitation to participate.
As participation was voluntary, implied consent was obtained
if the participants chose to complete the surveys.
Method
This descriptive study incorporated four quantitative ques-
tionnaires and qualitative content analysis of the partici-
pants’ comments on the workshop evaluation. The four
questionnaires included (a) the 20-item Simulation Design
Key Points
Clinical simulation is
an effective teaching
strategy used in inter-
professional student
education.
Practicing health care
professionals expressed
satisfaction with simu-
lation as a teaching
strategy for interprofes-
sional collaboration.
Further research is
needed to determine
whether clinical simula-
tion is an ongoing effec-
tive teaching strategy to
teach interprofessional
collaboration to practic-
ing health care
professionals.
Interprofessional Simulation: An Effective Training Experience e2
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3. Scale, (b) the 16-item Educational Practices in Simulation
Scale, (c) the 13-item Student Satisfaction and Self-
Confidence in Learning, and (d) the 9-item Interprofes-
sional Education and Clinical Simulation Workshop Eval-
uation. The questionnaires were administered to the
participants at the end of the workshop, after all debriefing
sessions were completed. Demographic information (age,
gender, professional designation, years of experience, and
highest level of education completed) was also obtained.
The first three instruments were developed and tested for
the National League for Nursing (NLN; Jeffries Rizzolo,
2006), and permission was obtained to use them for this
study. Each instrument uses a 5-point Likert-type scale,
with responses ranging from strongly agree to strongly dis-
agree. Jeffries and Rizzolo (2006) reported good reliability
for the first three scales, with Cronbach’s alpha subscales
between .86 and .96. In original tests of the Simulation De-
sign Scale, Cronbach’s alpha was .92 for presence of fea-
tures and .96 for importance of features. Cronbach’s
alpha for the Educational Practices in Simulation Scale
was .86 for presence of specific practices and .91 for the
importance of specific practices. Cronbach’s alpha for the
Student Satisfaction and Self-Confidence in Learning In-
strument subscales was .94 and .87, respectively (Jeffries
Rizzolo, 2006). The only modification to the tool was
the substitution of the word learner for student. The Inter-
professional Education and Clinical Simulation Workshop
Evaluation questionnaire was developed by one of the in-
vestigators (KT) at the request of the project team. The
questionnaire, which used a 5-point Likert-type scale with
responses ranging from not at all to excellent, solicited infor-
mation about the overall objectives of the workshop and
asked specific questions related to the content presented. Ad-
ditionally, the questionnaire had three open-ended questions:
How has the workshop caused you to think about interpro-
fessional collaboration? What did you enjoy about the work-
shop? What changes would you recommend? There was also
an opportunity for participants to provide comments. Given
that this was a workshop evaluation, it was not pilot tested.
Sample
The workshops were mandatory for staff and took place in
the university’s nursing simulation lab during a 2-week
period. All staff who attended the workshops were invited
to participate in the study. Participants included registered
respiratory therapists, registered nurses, registered practical
nurses, social workers, personal support workers, dietitians,
and pastoral care givers. The majority of participants were
registered nurses. This was expected because the usual
composition of acute care units consists of a high number
of nurses. The participants represented five of the seven
hospital sites within the local health care system. Each ses-
sion consisted of 16 to 20 participants. At least three facil-
itators were present at each workshop, and they took turns
facilitating the debriefing sessions.
Data Analysis
Data were analyzed with SPSS Version 16. Descriptive
statistics were obtained for the demographic variables and
the Interprofessional Education and Clinical Simulation
Workshop Evaluation questionnaire. Individual subscale
scores were calculated for each of the three NLN ques-
tionnaires. For example, the Simulation Design Scale was
divided into five subscales, and the scores were calculated
for each subscale, with a score of 1 indicating strongly dis-
agree with the statement and a 5 indicating strongly agree
with the statement.
The Educational Practices in Simulation Scale and the
Simulation Design Scale had a not applicable option for
each item. To facilitate scoring of the subscales, the not ap-
plicable option was converted to a missing designation, and
this score was replaced with the mean score of the particu-
lar item on the subscale. If 20% or more items were missing
from a questionnaire, the questionnaire was not included in
the analysis (Tabachnick Fidell, 1989). To maximize the
sample size, all other data were used, which accounts for
the differences in sample size among the subscales. The
Simulation Design Scale and the Educational Practices in
Simulation Scale also had a ranking component for each
of the items on the questionnaire, in which responses
ranged from 1 ¼ not important to 5 ¼ very important. Fre-
quency counts were calculated for these items.
Content analysis (Graneheim Lundman, 2004) was
used to examine the data from the three open-ended ques-
tions on the Interprofessional Education and Clinical Sim-
ulation Workshop Evaluation questionnaire. Initially open
coding was conducted independently by each of the inves-
tigators. Once this was completed, the investigators met and
collectively decided on nine codes. All data were then reex-
amined individually by the principal investigators and allo-
cated to the specific codes. Analysis continued among the
principal investigators, and each piece of coded data was
compared for consistency. Any outlier results were dis-
cussed, mutually agreed on, and then allocated to the suit-
able code. Data that could not be coded within the coding
system were further examined, resulting in an additional
code. All data were then reexamined in light of the new
code. Analysis continued, resulting in six themes, as well as
areas for improvement. Investigator triangulationas suggested
byLoiselle,Profetto-McGrath,Polit,andBeck(2004)wasim-
plemented to enhance credibility. Investigator triangulation
was achieved by the two principal investigators’ and the co-in-
vestigator’s collecting and analyzing the data.
Results
Demographic
A total of 167 staff members from the health care system
participated in the Interprofessional Education and Clinical
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4. Simulation workshop. Of those, 163 completed the ques-
tionnaires, yielding a response rate of 97.6%. The majority
of participants were female (88%) and registered nurses
(73.6%). Registered respiratory therapists accounted for 9%
of the participants, registered practical nurses 7%, social
workers 4%, other allied health staff 4%, and health care
aides 3%. Almost two thirds of participants were between
the ages of 36 and 55 (65.7%), and more than half reported
a college diploma as the highest level of education
completed.
Mean subscale scores for the five subscales within the
Simulation Design Scale ranged from 4.06 to 4.35 out of
a possible 5, indicating that the respondents agreed with the
statements on the questionnaire (Table 1). This scale also
had a ranking of not important to very important for each
item on the scale. Overall, the items had an 83% or greater
ranking of important to very important. The lowest ranked
item discussed goal setting for the patient, and this item
may not be relevant for this particular setting or population
and may account for the lower ranking.
Mean subscale scores for the Educational Practices in
Simulation Scale shows the mean score for each of the four
subscales was at least 4 (agree with the statement; Table 2).
The subscales ranged from 4.08 to 4.61. The collaboration
subscale had the highest mean score, 4.61. All items on the
Educational Practices in Simulation Scale were ranked as
important or very important by 80% or more of respon-
dents. Of the two highest ranked items, the first item was
in the collaboration subscale; 92.4% ranked ‘‘I had the
chance to work with my peers during the simulation’’ as
important or very important. Similarly, 91.7% ranked
‘‘The simulation offered a variety of ways in which to learn
the material’’ as important or very important. The mean
subscale scores for the Learner Satisfaction and Self-
Confidence in Learning Scale indicated the satisfaction
with current learning subscale was 4.15, and the mean score
for the self-confidence in learning subscale was 3.99
(Table 3).
Results of the Interprofessional Education and Clinical
Simulation Workshop Evaluation showed that 73% of the
participants reported that the stated learning objectives
were met for the day and 74% reported that this workshop
helped enhance their learning using simulation.
Qualitative Findings
Six major themes emerged from the qualitative analysis:
simulation as a learning experience, the learning environ-
ment, IPC learning continuum, cohesiveness, adapting to
change, and improved patient outcomes. The respondents
also identified seven areas for improvement: (a) logistics,
(b) simulation, (c) more information requested, (d) the
evaluation tools, (e) interprofessional diversity, (f) the
addition of more professionals, and (g) ideas for future
educational days.
Simulation as a Learning Experience
The majority of the responses viewed the simulation
learning experience as positive. One participant stated,
‘‘The simulation lab allowed me to experience the scenar-
ios presented in a very realistic way, unlike previous
manikins’’. Many participants simply stated that the most
enjoyable aspect of the workshop was simulation. Simula-
tion as a teaching strategy resonated with the majority of
the participants.
The Learning Environment
The overarching sentiment of this theme spoke to the
satisfaction expressed by the majority of participants about
the learning environment. The location, atmosphere, and
the use of technology to enhance learning were among
some of the aspects receiving positive comments. Although
most comments were positive, one participant stated
‘‘didn’t understand the whole point of the day,’’ and another
wrote ‘‘not too sure how SIM lab enhanced why we were
here. Could be better facilitated elsewhere. SIM lab
distracts [from] the real reason we’re here. It’s not clinical
skills.’’ Follow-up from these comments could include
assessing the participants’ understanding of IPC and
eliciting what participants would like to learn about IPC,
such as scope of practice, roles, communication, or conflict
resolution. As the goal of the project was to introduce an
interprofessional model of practice, some of the content
related to the components of that model may have been
better introduced in an alternative learning environment
prior to having the team of interdisciplinary professionals
come together for a simulation.
Table 1 Mean Subscale Scores for the Simulation Design
Scale
Subscale N M SD
Objectives and information 156 4.06 .69
Support 154 4.20 .66
Problem solving 153 4.06 .67
Feedback/guided reflection 152 4.35 .64
Fidelity (realism) 154 4.22 .76
Table 2 Mean Subscale Scores for the Educational Practices
in Simulation Scale
Subscale N M SD
Active learning 157 4.23 .61
Collaboration 157 4.61 .62
Diverse ways of learning 159 4.08 .82
High expectations 159 4.19 .88
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5. Learning Continuum
The data represented a continuum of responses. Some
participants said the workshop offered new learning about
IPC, some said it reminded them about or reinforced the
concept of IPC, and some said it produced no change
(‘‘I have always practiced this way’’). The new learning
that was shared by the participants included the importance
of IPC and a better understanding of the extent to which
professionals from different areas can work together.
The majority of the data supported the reminding and
reinforcing section of the IPC learning continuum. A
heightened awareness of IPC was articulated by several
participants, and other comments supported IPC as a pro-
cess. Additionally, participants shared their views of IPC
prior to the workshop, acknowledged that the workshop
served to reinforce what they already knew, and suggested
actions as a result of their recent learning.
The concept of a learning continuum was further supported
by the remaining responses, in the already doing it category. A
few participants provided comments to suggest that they were
already practicing IPC. One participant stated ‘‘same as al-
ways treat people the way you want to be treated.’’ Responses
ranged from IPC as new learning, to reminding or reinforcing,
through to indicating there was no change in their idea of IPC.
Further analysis of an IPC learning continuum could be
achieved by comparing the years of experience of the profes-
sionals with where they were on the continuum.
Cohesiveness
Teamwork was a significant component within this theme.
The word teamwork, as well as the concept of teamwork,
was repeatedly shared. Participants expressed that this
workshop caused them to ‘‘reinforce’’ or ‘‘rethink’’ the
concept of teamwork, and one suggested, ‘‘We need to
work as a team, not on an individual basis.’’
Another element within the theme of cohesiveness was
appreciation of oneself within the team, as well as an
appreciation of the whole team. Several participants stated
that the most enjoyable aspect of the workshop was
‘‘sharing’’ and ‘‘working’’ as a team.
Adapting to Change
As with any change, actual or anticipated, voluntary or
required, various responses are elicited. This was reflected
in the development of this theme. One participant stated
‘‘that it’s coming, we better get ready.’’ A few participants
realized that changing to an interprofessional model of care
is ‘‘the wave of the future,’’ and others indicated that this
educational workshop served to alleviate some fears and
offer some support for the future.
Improved Patient Outcomes
Although much of the data pointed to themes about IPC and
the actual learning experience, the themes of cohesiveness
and improved patient outcomes speak to potential outcomes
of adopting an IPC model of care. Improved patient
outcomes are a goal for all health care professionals and
were clearly articulated by the participants of this study. As
one participant commented, this workshop ‘‘helped me
understand the degree to which we can support each other
for better patient outcomes.’’
Discussion
An interprofessional model of care was mandated by senior
administration in the health system. The anticipation of
resistance to this change created a quandary for the
interprofessional project team members. They searched
for the best method to introduce and implement this new
model. As this workshop was one of the first steps in the
implementation process, a positive learning experience was
desired. The results from the NLN questionnaires indicate
that simulation was an effective strategy for teaching IPC,
and staff was satisfied with simulation as a teaching
strategy. Although the findings from this study are similar
to those of other studies that have reported simulation to be
a useful strategy for team training in acute care areas such
as the operating room (Shapiro et al., 2004) and the emer-
gency department (Paige et al., 2007), there is a paucity of
studies related to the effectiveness of this type of teaching
strategy for health care professionals. Because this work-
shop was the first component in the introduction of a new
model of patient care, the desire was to create a positive
learning environment and facilitate the change process.
This study revealed that simulation was highly rated by
the participants as a positive learning experience. There-
fore, simulation could be used as a teaching strategy for
health care professionals when one is implementing
change. Further research is warranted to determine whether
simulation as a teaching strategy can facilitate the change
process among health care professionals and whether sim-
ulation is an effective way to teach practicing health care
professionals.
The findings from the content analysis indicate that
participants viewed improved patient outcomes as a positive
aspect of adopting an IPC model. Emphasizing improved
patient outcomes of care as a result of implementing an IPC
Table 3 Mean Subscale Scores for the Learner Satisfaction
and Self-Confidence in Learning Questionnaire
Subscale N M SD
Satisfaction with current
learning
159 4.15 .57
Self-confidence in learning 158 3.99 .69
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6. model may help facilitate this change for those practice
settings planning to introduce this model in the future. To
understand what constitutes improved patient outcomes,
further research with the staff is necessary. This research
may help articulate the specific patient outcomes that can
be improved as a result of integrating an IPC model of care.
To the best of the researchers’ knowledge, the NLN
instruments have been used only in academic settings and
only with students. We purposely chose to use these
instruments with health care professionals in order to
determine their effectiveness in a different population. In
reviewing comments from the participants, we found there
was some duplication of items across the instruments. In
addition, some of the items on the instruments may not be
appropriate for nonacademic settings. Further research with
these instruments is suggested in order to ascertain
modifications that might eliminate some of the duplication
and make the instruments more suitable to various health
care disciplines.
Participants used the Interprofessional Education and
Clinical Simulation Workshop Evaluation questionnaire to
suggest several areas for improvement of future simula-
tions. One suggestion was to develop scenarios that are less
‘‘crisis focused.’’ Another recommendation was to create
different scenarios that provide greater opportunity to
simulate team collaboration. An additional suggestion
was to have a more diverse representation of health
professionals, including physicians. When future educa-
tional workshops using simulation are planned, these
suggestions should be considered.
Limitations
There are several limitations to this study that may affect the
generalizability of the results. A convenience sample was
used, and the data were collected from one health care system
at one time. Moreover, with a self-report survey, there is
always a chance of a reporting bias (Polit Beck, 2004).
During the presentation on simulation, a small number
of participants mentioned that they had minimal exposure
to interdisciplinary learning or simulation training; how-
ever, this information was not tracked formally in our study.
Prior exposure to simulation may have influenced satisfac-
tion scores.
Conclusion
This study was an innovative use of simulation and a novel
approach to interprofessional education. Additionally, the
simulation workshop provided the context to integrate the
key interprofessional care core competencies: interpersonal
and communication skills, client- and family-centered care,
and collaborative practice in a safe or nonthreatening
learning environment. Although the results from this study
showed that simulation was an effective teaching strategy
for staff members to learn about IPC and that staff was
satisfied with simulation as a teaching strategy, further
multisite health system research within the province and
across the country is necessary to improve generalizability
of the results. Given that the majority of the participants
were nurses, future research should include a more diverse
representation of professionals In addition, information
related to prior exposure to interdisciplinary learning or
simulation training needs to be collected.
It would be interesting to evaluate staff satisfaction with
IPC 1 year after the respiratory therapists have been in-
tegrated into the health care team. Finally, further develop-
ment, implementation, and evaluation of interprofessional
scenarios need to be conducted in order to advance the use of
simulation as a teaching strategy for IPC.
Acknowledgments
This study was supported by Health Force Ontario,
Ministry of Health and Long-Term Care Nursing Secretar-
iat Demonstration Site Project for Nursing Human Re-
sources Planning.
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