Teaching collaborative communication skills using rapid e-learning technology and a brief interprofessional event

Abstract

Purpose: 1. Determine the effect of participation in a rapid e-learning module focused on interprofessional roles/responsibilities and communication [Experimental Group] on medical and nursing student participant attitudes toward physician-nurse communication prior to a brief interprofessional education event versus no participation in a rapid e-learning module [Control Group]. 2. After participation in the rapid e-learning module [Experimental Group] or no participation in a rapid e-learning module [Control Group], determine the effect of a brief simulation-enhanced interprofessional education event on interprofessional communication behaviors of Experimental and Control Groups.

Theoretical Framework: Because interprofessional communication and teamwork may be improved through technology and simulation enhancement strategies, Kolb’s Experiential Learning Theory guided this study

Participants: The sample included undergraduate, upper-division nursing students and 1st-year medical students from separate institutions in a Midwest state. The nursing students were recruited from a Nursing Leadership course over a period of two semesters (fall and spring). Medical students were also recruited for the study over the two-semester (fall and spring) period, on a voluntary first-come/first-serve basis.

Research Design: Participants from both nursing and medicine were randomly assigned to two separate groups, each comprised of a combination of nursing and medical students. The participants in Group #1 (Experimental group) participated in two events; a rapid e-learning technology intervention (Computer Module) and an interprofessional simulation event (IPE Simulation Event).

Instruments: The Jefferson Scale of Attitudes toward Physician-Nurse Collaboration (JSAPNC) was used to assess attitudes toward interprofessional collaboration and the Indiana University Simulation Integration Rubric (IUSIR) was used to measure interprofessional communication behaviors among the participants.

Results: The combined evidence suggests that both the Computer Module and IPE Simulation Event alone may be effective in increasing interprofessional collaborative attitudes and that the combination of the two interventions may not be necessary. The results of IUSIR failed to provide evidence that the combination of Computer Module and IPE Simulation Event was a more effective option than the IPE Simulation Event alone in improving communication scores.