A Peer-Led Interprofessional Simulation Experience Improves Perceptions of Teamwork

doi:10.1016/j.ecns.2019.05.005

Clinical Simulation in Nursing

Volume 34, September 2019, Pages 22-29

https://doi.org/10.1016/j.ecns.2019.05.005 Get rights and content

Highlights

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Interprofessional education (IPE) simulation positively influenced students' opinions of collaborative practice.
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IPE simulation improved the understanding of acute-care professional roles.
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Peer-led IPE is an effective method for improving student leadership skills.

Abstract

Background

Simulation-based interprofessional education (IPE) improves teamwork, self-efficacy, and clinical preparedness among health profession students.

Methods

A mixed-method design assessed differences in perceptions, knowledge, and skills related to a peer-led, acute care–focused IPE experience for 319 nursing, physical therapy, and occupational therapy students.

Results

All students demonstrated an improvement in positive perceptions of teamwork and collaborative practice. Qualitative themes derived included the importance of teamwork, communication, and valuing other professions, increased understanding of the roles of other professions, and improved leadership skills.

Conclusions

Peer-led simulation-based IPE effectively improved student attitudes, values, and beliefs regarding interprofessional collaboration and increased student understanding of professional roles in an acute-care environment.

Section snippets

Background

The development of teamwork and communication skills through interprofessional education (IPE) is increasingly becoming a priority during health care professional education. (Greer et al., 2014, IPEC, 2016, Josiah Macy Jr. Foundation, 2012, Reeves et al., 2012, Zorek and Raehl, 2013). Consensus exists that simulation should be used with IPE. Simulation-based IPE has been shown to be an effective strategy for improving teamwork, communication, and collaboration among health profession students;

Theoretical Framework

The social constructivist theory of learning served as the framework for our hypotheses (Ballard, 2016). The social constructivist perspective suggests the social environment mediates learning and knowledge acquisition, and learning is a process that occurs through both social and environmental interactions (Davis et al., 1990, Graham et al., 2006, McWilliam et al., 2009, Thomas et al., 2014, Thomas et al., 2011). This IPE simulation experience promoted learning through a social context by

Study Design

A novel IPE simulation experience was used in the fall semesters of 2016 and 2017. Using a mixed-methods design, this study assessed change in student perceptions over time (pretest/posttest) and differences between professions using the Student Perceptions of Interprofessional Clinical Education - Revised (SPICE-R) (Dominguez et al., 2015, Zorek et al., 2016). Qualitative analyses were performed using grounded theory methods to identify primary themes based on the open response question “What

Quantitative Results

All student groups, regardless of profession, demonstrated a significant increase in post-test scores compared with pretest scores on the SPICE-R (p = .001, partial eta squared = 0.088) as reported in Table 1. No significant differences between the professions (p = .843; partial eta squared = 0.001) or interaction effect between time and profession (p = .496, partial eta squared = 0.006) were observed.

When further assessing responses on the SPICE-R, students most frequently choose agree (4 on

Discussion

Previous studies have demonstrated interprofessional simulation experiences can increase understanding of other professions roles, influence student perception of the need for teamwork in health care, and increase student understanding of the need for communication for optimal collaborative care (Bandali et al., 2012, Bartlett and Dimitroff, 2018, Decker et al., 2015; Lee et al., 2018, Poore et al., 2014; Scherer et al., 2013; Thomas et al., 2017, Watters et al., 2015; Wellmon et al., 2017,

Conclusions

Combining interprofessional simulation and peer teaching was an effective way to improve student attitudes, values, and beliefs regarding interprofessional collaboration and increase understanding of professional roles in an acute-care environment. The experience had similar effects on students' perceptions of IPE regardless of whether they participated in the peer-teaching role and/or the simulation participant role.

Acknowledgments

The authors would like to thank Benij Benson, OTR/L, Margaret McGee, PT, PhD; Brandy Pate, OTR/L; Allison Tucker MSN, RN; LaVonna Traywick, PhD; Regan Hinchcliff, and Letha Mosely, OTR/L, PhD, for helping to facilitate the IPE simulation activity. The authors would also like to thank the Nabholz Corporation for supporting the Nabholz Center for Healthcare Education.

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: Funding: Research reported in this publication was made possible through a Junior Faculty Geriatric Development Award for Lisa VanHoose and a Geriatric Workforce Enhancement Program Award for Chad Lairamore supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U1QHP28723, University of Arkansas System Arkansas Geriatric Education Collaborative (AGEC) Geriatric Workforce Enhancement Program (GWEP). This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS, or the U.S. Government.

: Conflict of interest: None.

: Financial statement: The authors of this work have no financial conflicts of interest to disclose.

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Featured ArticleA Peer-Led Interprofessional Simulation Experience Improves Perceptions of Teamwork

Highlights

Abstract

Background

Methods

Results

Conclusions

Section snippets

Background

Theoretical Framework

Study Design

Quantitative Results

Discussion

Conclusions

Acknowledgments

Clinical Simulation In Nursing

Journal of Interprofessional Education and Practice

Journal of Interprofessional Education & Practice

Clinical Simulation in Nursing

American Journal of Pharmaceutical Education

Clinical Simulation In Nursing

American Journal of Pharmaceutical Education

Theories underlining interprofessional education

Innovations in applied health: Evaluating a simulation-enhanced, interprofessional curriculum

Medical Teacher

Interprofessional collaboration between physical therapist and nursing students using an acute-care simulation: a pilot study

The Journal of Nursing Care

Relationships Among Peer Teaching Experiences and Self-Reported Leadership Practices of Medical Residents

Basics of Qualitative Research : Techniques and Procedures for Developing Grounded Theory

Qualitative Inquiry And Research Design: Choosing Among Five Approaches

Constructivisits Views on the Teaching and Learning of Mathematics

A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice

Journal of Interprofessional Care

Debriefing for Meaningful Learning: Fostering Development of Clinical Reasoning through Simulation. Doctoral Dissertation

Interprofessional peer teaching: physical therapy students teaching dental students to transfer patients

Collaborative Healthcare: Interprofessional Practice, Education and Evaluation

Lost in knowledge translation: time for a map?

Journal of Continuing Education in the Health Professions

Featured Article
A Peer-Led Interprofessional Simulation Experience Improves Perceptions of Teamwork