Teaching sustainable interprofessional collaborative competencies through interprofessional simulation

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dc.contributor.advisorSeneviratne, Cydnee C.
dc.contributor.authorPatel, Priya Krishna
dc.contributor.committeememberWishart, Ian M.
dc.contributor.committeememberGoldsworthy, Sandra
dc.date2019-06
dc.date.accessioned2019-01-25T17:25:09Z
dc.date.available2019-01-25T17:25:09Z
dc.date.issued2019-01-14
dc.description.abstractProblem & 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.en_US
dc.identifier.citationPatel, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35787
dc.identifier.urihttp://hdl.handle.net/1880/109528
dc.language.isoenen_US
dc.publisher.facultyNursingen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectinterprofessional collaborationen_US
dc.subjectinterprofessional simulationen_US
dc.subjectinterprofessional collaborative competency frameworken_US
dc.subjectCanadian Interprofessional Health Collaborativeen_US
dc.subjectInternational Nursing Association of Clinical Simulation and Learning standardsen_US
dc.subjectundergraduate nursing studentsen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationNursingen_US
dc.titleTeaching sustainable interprofessional collaborative competencies through interprofessional simulationen_US
dc.typemaster thesisen_US
thesis.degree.disciplineNursingen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Nursing (MN)en_US
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