Does Interprofessional Simulation Education (IPSE) have a place in the medical undergraduate curriculum?
Introduction.
Health care is a team process (Wall, 2000).
From the start it is important to acknowledge that how we deliver medical education is changing. Historically a lot of the education would have happened within the ward environment but with the growing change in healthcare delivery, such as patient stays shortening, and care being provided by the primary healthcare team in the patient’s own home, students do not have the opportunity to practice skills in the ward environment (McGaghie et al., 2016). As educators we need to change and expand our ways of delivery of education so that outcomes can be met. I decided to explore the research on Interprofessional Simulation Education (IPSE) in the medical undergraduate
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One definition of simulation is “The techniques of imitating behaviour by means of a suitable analogous situation or apparatus, especially for study or personal training” (Moore, Green and Gallis, 2009). Interprofessional Education (IPE) has been defined as an occasion when two or more professionals learn together during all or part of their professional training with the object of cultivating collaborative practice for providing patient centred care (CAIPE, 2018).
As educators in the teaching of undergraduate medicine, we have used various forms of simulation for nearly 50 years. Although this is not new, it has only been over the last 15 years that simulation has become common practice in teaching and in assessment. Like simulation, Interporfessional education in the medical curriculum is not a new concept, with educators recognising the need to teach and facilitate this within the curriculum. The main aim of any interprofessional education in health care must be to improve the quality of care and patient safety (Thistlethwaite,
Bachelor of Science in Nursing (BSN) programs strive to prepare student nurses for the National Council Licensure Examination (NCLEX) that tests not only pure knowledge, but the reasoning and application of that knowledge. These programs provide student nurses with the necessary knowledge base and ability to apply knowledge in practice; especially since the introduction of Evidence-Based Practice (EBP) has been integrated into didactics. EBP, along with hours of clinical placement, benefits student nurses by arming them with the clinical judgment skills called for in the workplace. However, if student nurses accrue more focused clinical hours in their areas of specialty, they will be better prepared for the situations they will face in their careers in which simulation labs or nonspecific clinical settings fail to adequately prepare them. With more hours spent in specialty areas, student nurses will be able to establish higher degrees of mental preparedness and hands-on experience as well as understanding of the difficulties and demands of working as a nurse in a specific field as opposed to shifting between various focuses of nursing.
Using examples involving human service workers, discuss how interprofessional practice is defined. Discuss the barriers to interprofessional practice and how these might be addressed.
The occupations that I have chosen to analyze using the three elements for this assignment are paraprofessional, what I am currently, and a teacher, what I am going to college to become. Teachers and paraprofessionals work side by side, collaborate, plan, and share many of the same experiences. However, paraprofessionals are often not treated as equals and has created some ethical judgement regarding treatment of the paraprofessionals from other teachers and administrators in the business of education. I want to use this assignment as an opportunity to distinguish the true professional using the elements designed for this course.
...l frameworks to simulation nursing education. International Journal of Nursing Education Scholarship, 4(1), 1-14. Retrieved from http://web.ebscohost.com.lib.kaplan.edu/ehost/pdfviewer/pdfviewer?vid=15&sid=e3dda041-daf0-4885-8661-cc2063933b4a%40sessionmgr4001&hid=4112
Reflecting upon interprofessional education (IPE), hands on experience is vital for health care students across the Faculty of Health Sciences so that they may continue to develop better communication skills, enhance performance and develop conflict resolution capability in a team situation. Looking back on the online “Stroke and Depression” IPE workshop that was conducted as interprofessional group work has allowed me to gain not only the knowledge about stroke and depression but also the knowledge, skills and attributes required for interprofessional (IP) collaboration practice. My IPE team consisted of one medical scientist, four speech pathologist, two psychology students and three nursing students including myself. This analytical
On the 1st of November 2013, I performed my first simulation on the module, Foundation Skills for Nursing. This simulation was on checking for vital signs in patients particularly, measuring the blood pressure (BP) which is the force of blood vessels against the walls of the vessels (Marieb and Hoehn, 2010). We also measured the temperature, pulse and respiratory (TPR) rates of a patient. This simulation’s objective was to engage us in practising some basic observation techniques taken on patients in and out of hospitals and to familiarise us on some of the tasks we will be performing when in practise. I will be applying the “What”, “So what”, and “Now what” model of reflection in nursing by Driscoll (2000).
Across the nation many nursing programs are facing clinical site shortages for their students. The hardest hit population is the license vocational nursing (LVN) students. Many hospitals are trending toward achieving “Magnet Status” for their institutions. Therefore, LVN students are no longer allowed to complete their clinical training in several hospitals. This action forces many nursing programs to seek alternative methods of clinical instruction. In years past simulation training was used as an aid to facilitate learning. Today, for many nursing programs scenario based simulation is the only option for learning patient care.
Professional collaboration is an important aspect regarding patient safety in the medical field. This is a time when different kinds off professionals collaborate with one another about a patient’s health status and condition. “Specifically, Interprofessionality is a process by which professionals reflect on and develop ways of practicing that provides an integrated and cohesive answer to the needs of the client/family/population…(involving) continuous interaction and knowledge sharing between professionals” (Black, 2014). The collaboration of different professionals allow for a better decision to be made towards the patient’s health outcomes.
On the other hand, I learned new concepts and terms. Simulation repeats some essential aspects of patient situation so that the situation may be understood and managed when it occurs in real clinical practice. Students in the school of nursing use the simulation learning center to learn and get experience in the field. The simulation is an educational process that requires the learner to demonstrate procedural techniques, decision making, and critical thinking. I learned that a simulation experience allows students to critically analyze their own actions and reflect on their own skill set. As a nursing student, I learned you have to complete clinical hours and practice in the simulation learning center. To become a certified nurse there are many training courses, exams to pass, and in the field experience to complete. Health professionals such as a nurse,
This essay is going to reflect upon the nursing skills I developed during a period of placement simulations, placing emphasis on oral care, communication with a non-engaging patient and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using a variety of sources from current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning.
H. Al-Elq, (2010),Simulation-based medical teaching and learning Simulation-based medical teaching and learning Family Community Med.
Nurse educators are challenged to provide adequate clinical preparation for nursing staff. Implementation of simulation-based learning can help meet the challenges. The simulated learning environment offers opportunities for learners that extend beyond the traditional didactic teaching methods. According to Jeffries, Swoboda, and Akintade (2016), simulations utilize an educational method that satisfies the needs of today’s learners through interactive, practice-based strategies.
The IC Model will be designed to prepare nurse faculty to teach clinical staff the fundamental principles of IPC focusing on the chain of infection (COI), transmission routes, standard precautions, transmission-based precautions, donning/doffing of personal protective equipment (PPE), and post-exposure management (PEM) procedures. The purpose of the IC Model is to provide faculty a comprehensive overview of IPC strategies based upon scientific evidence, which can be incorporate...
I have in all my undergraduate study been told what to do as student. All the information, tasks and assignment were delivered and dictated by the teachers in charge of the subject or the modules, and as students I had to follow the instruction giving, however, since I came to Cardiff university to do my master degree on health care science, the attitudes of the teachers and the way the modules structured which was different form the way I used to and had influence (presage) in my view the way we teach our Operating Department Practitioners ODPs and students nurses coming to the operating theatre for their post qualification internal ship and hoping that I will introduce a change in order to assist new ODPs and nurses graduates in order to help them building their capabilities to work independently and safely, the aim of the internal ship period is to produce competent theatre practitioners in term of skills, knowledge, confidence and learning responsibility Quinn et al. (2007). Therefore a lot of effort must be utilised to help them in the transition period form students to qualified staff (Simelane et al.1997).
Olckers, L. Gibbs, T. & Duncan, M. 2007. Developing health science students into integrated health professionals: a practice tool for learning. BMC Medical Education 7:145