[Show abstract][Hide abstract] ABSTRACT: Introduction
Poor adherence to infection control standards among health care professionals is widespread, putting patients at substantial risk. Basic infection control skills are typically learned uniprofessionally outside the clinical environment. In real clinical settings, the cognitive load associated with simultaneously managing challenging clinical problems as part of an interprofessional team compounds difficulties in applying infection control standards. This mixed methods study evaluated an interprofessional education infection control module as part of a larger action research project aimed at developing interprofessional health education using simulation.
Students from medicine, nursing, and physiotherapy (N = 24) participated in a pilot infection control simulation. Participants completed a survey regarding confidence performing infection control skills, perceptions of interprofessional communication and collaboration, and satisfaction with the module. Qualitative feedback was obtained from facilitators and participants.
Participants reported confidence with all skills except enhanced precautions and found the interprofessional simulation-based training valuable. Observers identified instances where infection control practices were not appropriately followed within the clinical context but noted strong teamwork and collaboration amongst team members. Several barriers to learning were identified. The majority of participants indicated that the interprofessional infection control module should be mandatory for health sciences students. Qualitative analysis revealed recommendations on ways to make this type of session more effective.
This pilot project demonstrated the feasibility of using high-fidelity patient simulation to reinforce infection control skills and promote interprofessional communication and teamwork. Study results support the need for senior health professional students to learn and practice infection control skills in an interprofessional manner and to incorporate complex clinical scenarios in the training.
Clinical Simulation in Nursing 08/2014; DOI:10.1016/j.ecns.2014.03.003
[Show abstract][Hide abstract] ABSTRACT: Background
High-fidelity simulation (HFS) has been shown to be effective in health sciences education for practicing team approaches to managing complex care. Interprofessional (IP) collaboration contributes to patient well-being. This prospective study was conducted to evaluate an interprofessional pediatrics educational module using HFS.Methods
Nursing and medical students (N = 96) attended one asthma exacerbation simulation and a second on sepsis. Performance of basic pediatric skills and team skills was evaluated using a checklist. Participants (N = 86) completed a survey regarding their confidence performing pediatric skills and their comfort with IP communication and collaboration. Fifty-three nursing students completed the scenarios in non-IP groups.ResultsTeam skills improved significantly for the IP groups between the two scenarios (p < .001), but not for the non-IP groups. Pediatric skills scores were lower than team scores in both sessions for all groups.ConclusionHFS may be a useful strategy to teach interprofessional teamwork in pediatrics.
Clinical Simulation in Nursing 05/2013; 9(5):e163–e169. DOI:10.1016/j.ecns.2011.11.008
[Show abstract][Hide abstract] ABSTRACT: Weight gain and obesity are serious side effects of the medications used to manage psychotic disorders and successful, long-term weight loss interventions are not yet available. One reason for this may be that current interventions are designed without consideration of the patient's perspective. The purpose of this study was to explore the subjective experience of weight and lifestyle from the perspective of people with schizophrenia. A qualitative, constructivist research design was used and conversational interviews were conducted with 18 purposefully recruited participants from an outpatient clinic at a psychiatric hospital in Eastern Ontario. Data were analysed according to the method of constant comparison and three central themes emerged: a life altering diagnosis, weight management as complex, and today's experiences shape tomorrow's outcomes. Weight management was seen as difficult yet important to the participants. The findings of this study provide insight into the views and opinions of the participants regarding weight and lifestyle and may be used to support the design of tailored heath initiatives for persons with mental illness.
International journal of mental health nursing 03/2012; 21(4):349-57. DOI:10.1111/j.1447-0349.2011.00790.x · 2.01 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Interprofessional (IP) collaboration during cardiac resuscitation is essential and contributes to patient wellbeing. The purpose of this study is to evaluate an innovative simulation-based IP educational module for undergraduate nursing and medical students on cardiac resuscitation skills.
Nursing and medical trainees participated in a new cardiac resuscitation curriculum involving a 2-hour IP foundational cardiac resuscitation skills lab, followed by three 2-hour IP simulation sessions. Control group participants attended the existing two 2-hour IP simulation sessions. Study respondents (N = 71) completed a survey regarding their confidence performing cardiac resuscitation skills and their perceptions of IP collaboration.
Despite a consistent positive trend, only one out of 17 quantitative survey items were significantly improved for learners in the new curriculum. They were more likely to report feeling confident managing the airway during cardiac resuscitation (P = 0.001). Overall, quantitative results suggest that senior nursing and medical students were comfortable with IP communication and teamwork and confident with cardiac resuscitation skills. There were no significant differences between nursing students' and medical students' results. Through qualitative feedback, participants reported feeling comfortable learning with students from other professions and found value in the IP simulation sessions.
Results from this study will inform ongoing restructuring of the IP cardiac resuscitation skills simulation module as defined by the action research process. Specific improvements that are suggested by these findings include strengthening the team leader component of the resuscitation skills lab and identifying learners who may benefit from additional practice in the role of team leader and with other skills where they lack confidence.
[Show abstract][Hide abstract] ABSTRACT: This paper is a report of preliminary evaluations of an interprofessional education through simulation project by focusing on learner and teacher reactions to the pilot modules.
Approaches to interprofessional education vary widely. Studies indicate, however, that active, experiential learning facilitate it. Patient simulators require learners to incorporate knowing, being and doing in action. A theoretically based competency framework was developed to guide interprofessional education using simulation. The framework includes a typology of shared, complementary and profession-specific competencies. Each competency type is associated with an intraprofessional, multiprofessional, or interprofessional teaching modality and with the professional composition of learner groups.
The project is guided by an action research approach in which ongoing evaluation generates knowledge to modify and further develop it. Preliminary evaluations of the first pilot module, cardiac resuscitation rounds, among 101 nursing students, 42 medical students and 70 junior medical residents were conducted in 2005-2007 using a questionnaire with rating scales and open-ended questions. Another 20 medical students, 7 junior residents and 45 nursing students completed a questionnaire based on the Interdisciplinary Education Perception scale.
Simulation-based learning provided students with interprofessional activities they saw as relevant for their future as practitioners. They embraced both the interprofessional and simulation components enthusiastically. Attitudinal scores and responses were consistently positive among both medical and nursing students.
Interprofessional education through simulation offers a promising approach to preparing future healthcare professionals for the collaborative models of healthcare delivery being developed internationally.
[Show abstract][Hide abstract] ABSTRACT: This paper reports a study the aim of which was to further understanding of cultural safety by focusing on the social health of a small immigrant community of Muslims in a relatively homogeneous region of Canada following the terror attacks on 11 September 2001 (9/11).
The aftermath of 9/11 negatively affected Muslims living in many centers of Western Europe and North America. Little is known about the social health of Muslims in smaller areas with little cultural diversity. Developed by Maori nurses, the cultural safety concept captures the negative health effects of inequities experienced by the indigenous people of New Zealand. Nurses in Canada have used the concept to understand the health of Aboriginal peoples. It has also been used to investigate the nursing care of immigrants in a Canadian metropolitan centre. Findings indicated, however, that the dichotomy between culturally safe and unsafe groups was blurred.
The methodology was qualitative, based on the constructivist paradigm. A purposive sample of 26 Muslims of Middle Eastern, Indian or Pakistani origin and residing in the province of New Brunswick, Canada were interviewed in 2002-2003. Findings. Participants experienced a sudden transition from cultural safety to cultural risk following 9/11. Their experience of cultural safety included a sense of social integration in the community and invisibility as a minority. Cultural risk stemmed from being in the spotlight of an international media and becoming a visible minority.
Cultural risk is not necessarily rooted in historical events and may be generated by outside forces rather than by longstanding inequities in relationships between groups within the community. Nurses need to think about the cultural safety of their practices when caring for members of socially disadvantaged cultural minority groups as this may affect the health services delivered to them.