Teaching sustainable interprofessional collaborative competencies through interprofessional simulation
Date
2019-01-14
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Abstract
Problem & Purpose: Researchers have investigated the level and type of learning gained after attending interprofessional simulation; however, limited research exists regarding the retention of the concepts learned during interprofessional simulation over time. The goal of this research was to understand if undergraduate nursing students retained and incorporated interprofessional collaborative competencies they learned from interprofessional simulation into their clinical practicum. Methods: A quasi-experimental, longitudinal, one group pre-test and post-test design to understand the dependent variable of nursing students’ self-reported level of competence with interprofessional collaborative competencies. The independent variable studied was the student experience with trauma interprofessional simulation. Results: Undergraduate nursing students were able to retain the self-reported interprofessional collaborative competence they gained from interprofessional simulation during their 8-week practicum, however there was no significant increase in their competence from after simulation to the completion of practicum. The results from this study were not able to confirm a large change in self-reported interprofessional competency between the time of simulation (time point 2/post-test 1) and practicum completion (time point 3/post-test 2). Recommendations: Recommendations to future educators promoting the learning of interprofessional collaborative competencies include: more frequent and consistent exposure to interprofessional education and interprofessional simulation; engagement of curriculum leaders to create learning goals and objectives for students related to interprofessional collaboration; optimize engagement and buy-in from the person, environment, and occupation; and finally to use International Nursing Association Clinical Simulation and Learning simulation standards to have a standardized practice for creating and conceptualizing interprofessional simulation.
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interprofessional collaboration, interprofessional simulation, interprofessional collaborative competency framework, Canadian Interprofessional Health Collaborative, International Nursing Association of Clinical Simulation and Learning standards, undergraduate nursing students
Citation
Patel, P. K. (2019). Teaching sustainable interprofessional collaborative competencies through interprofessional simulation (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.