Partnering in interprofessional education to design simulation programs to promote collaboration and patient safety
| Autor: | Linda Spillane, Lisa Norsen |
|---|---|
| Rok vydání: | 2012 |
| Předmět: |
Program evaluation
Patient Care Team Medical education Teamwork business.industry media_common.quotation_subject Interprofessional Relations Professional development Education Nursing Baccalaureate Interprofessional education Osteopathic medicine in the United States Patient safety Nursing Nursing Evaluation Research Health care ComputingMilieux_COMPUTERSANDEDUCATION Medicine Humans Nurse Practitioners Cooperative Behavior business General Nursing Accreditation media_common |
| Zdroj: | Creative nursing. 18(3) |
| ISSN: | 1078-4535 |
| Popis: | Interprofessional education (IPE) using simulation strategies is a rewarding way to promote teamwork and interprofessional collaboration. The benefits of collaboration far outweigh the challenges that arise from differences in educational culture and scheduling logistics. Interprofessional education (IPE) is a deliberate attempt to create an opportunity for two or more disciplines to learn "with, from, and about each other to improve collaboration and the quality of care" (Palaganas, 2012). Teamwork and communication are recognized by the Institute of Medicine (IOM) as crucial to developing a safer and more patient-centered health care environment (Kohn, Corrigan, & Donaldson, 2000). The Joint Commission on Accreditation of Healthcare Organizations (2005) attributes most medical errors to poor communication and teamwork and estimates that medical errors are fifth in the top 10 causes of death for all deaths in the United States. n 2011, the American Association of Colleges of Nursing, the Association of American Medical Colleges, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Dental Education Association, and the Association of Schools of Public Health endorsed a list of core competencies for interprofessional collaborative practice and noted that simulation (among other educational technologies) may provide an effective pedagogical approach to teaching teamwork (Interprofessional Education Collaborative Expert Panel, 2011). Despite the imperative to develop true collaborative opportunities for learning teamwork and communication skills, the reality remains that formal and informal opportunities to teach teamwork and collaboration present some challenges. The purpose of this article is to describe two interprofessional simulation-based training educational exercises and lessons learned from implementing them. In the past, teamwork training initiatives evolved because one profession recognized a problem or responded to a professional training requirement. In these cases, programs are developed unilaterally, with other disciplines being invited to participate after the planning process is completed. Although this is expedient, the opportunity to establish common goals and expectations is lost. On the other hand, true IPE programs involve all parties in the planning and curriculum development process in addition to the training itself. This process allows faculty to establish common goals, acknowledge the educational framework of each group of learners, and model the interprofessional behaviors intended for students. In traditional teamwork training initiatives, the roles of instructor and student are often not identified, resulting in confusion and suboptimal learning outcomes. Teaching philosophies and instructional processes may differ, affecting the quality of the experience for faculty and students. However, when IPE is realized, each profession is taught within a culture of established values and expectations of both faculty and students. In true IPE team training programs, instructors from all involved professions meet to discuss the goals and objectives of the educational experience, the course content, the debriefing process, faculty and trainee expectations, and program evaluation. Ideally, course directors should also agree on a time line for course development and discuss the logistics of scheduling students, faculty, and facilities. EMERGENCY MEDICINE RESIDENT AND GRADUATE NURSE TEAM TRAINING Initial attempts to develop interprofessional team training exercises for emergency medicine residents prompted me (LS) to develop a simulation-based team training exercise for these residents. I invited the new graduate nurses and nurse educators in my department to participate. The nurse educators and I agreed on general goals: to improve teamwork and communication skills in the care of patients who are critically ill and to foster a collaborative relationship between nurses and resident physicians. … |
| Databáze: | OpenAIRE |
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