Interprofessional Education Through Telecommunication with Undergraduate Nursing Students and Medical Residents
Repository Posting Date2018-07-03T16:33:35Z
TypeDNP Capstone Project
Level of EvidenceN/A
KeywordsUndergraduate Nursing Education; Simulation; Interprofessional Education; IPEC Competencies; Telecommunications; ISBAR Communication; SBAR; Interprofessional Simulation
This quality improvement project was implemented using four interprofessional simulations (IPS) involving a critical change in a patient’s status. Senior level undergraduate Bachelor of Science in Nursing students contacted medical residents through Facetime phone calls to report a change in patient condition. The simulation debriefing was conducted using Skype to connect students from different healthcare programs and institutions for interprofessional education (IPE). The Inter-Professional Critical Event Report Evaluation Tool was used to detect student improvement using Introduce, Situation, Background, Assessment, and Recommendations, (ISBAR) which represents a communication technique used in healthcare and created for safe, structured handoff reports. Mean scores were calculated and compared over time. The Interprofessional Education Collaborative (IPEC) is an emerging model for training health professionals to collaborate in educational and clinical settings. The IPEC Competencies Self-Assessments Tool Version 3 was used to measure improvement in student’s self-efficacy. Interprofessional (IP) competencies were self-assessed by the nursing students prior to the initial simulation and repeated after each of the four simulations, to determine improvement in scores over time. Descriptive, parametric and non-parametric tests were used to analyze differences in the means of the two domains over time. A repeated measures ANOVA was conducted for both the Interactions Domain and the Values Domain, resulting in statistical significance with (p < .001) for the IP Values Domain and p < .001) for the IP Interactions Domain. Friedman’s test was used and the results showed significant difference in the median values p < .001) for the IP Values Domain and (p < .001) for the IP Interactions Domain. This quality improvement project showed statistically significant improvements in the student nurses’ self-efficacy using IP interactions and IP values. Using Facetime and Skype made IPE possible for nursing students and medical residents from different learning institutions, who were located a considerable distance apart. This highly effective quality improvement project has the flexibility and portability to be maintained over time for continued improvement. Having strategies which are effective at promoting engagement of students from different professions is essential to promote interprofessional learning experiences necessary for moving beyond profession-specific educational efforts, and helping prepare future health professionals for enhanced team-based care of patients for improved population health outcomes.