Using interprofessional simulation to improve collaborative competences for nursing, physiotherapy, and respiratory therapy students

References

• Archibald, D., Trumpower, D., & MacDonald, C. J. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 28, 553–558. doi:10.3109/13561820.2014.917407
   PubMed Web of Science ®Google Scholar
• Barr, H. (2013). Toward a theoretical framework for interprofessional education. Journal of Interprofessional Care, 27, 4–9. doi:10.3109/13561820.2012.698328
   PubMed Web of Science ®Google Scholar
• Bickley, L. S. (2009). Bates’ A guide to physical examination and history taking (10th ed.). Philadelphia, PA: Wolters Kluwer Health, Lippincott, Williams & Wilkins.
   Google Scholar
• Boet, S., Bould, M. D., Layat Burn, C., & Reeves, S. (2014). Twelve tips for a successful interprofessional team-based high-fidelity simulation education session. Medical Teacher, 36, 853–857. doi:10.3109/0142159X.2014.923558
   PubMed Web of Science ®Google Scholar
• Bolesta, S., & Chmil, J. V. (2014). Interprofessional education among student health professionals using human patient simulation. American Journal of Pharmaceutical Education, 78(5), 94. doi:10.5688/ajpe78594
   PubMed Web of Science ®Google Scholar
• Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, & Social Sciences and Humanities Research Council of Canada. (2014). The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. Ottawa, ON: Interagency Secretariat on Research Ethics.
   Google Scholar
• Canadian Interprofessional Health Collaborative. (2010). A National Interprofessional Competency Framework. Vancouver, BC: College of Health Disciplines University of British Columbia.
   Google Scholar
• Carraccio, C., Wolfsthal, S. D., Englander, R., Ferentz, K., & Martin, C. (2002). Shifting paradigms: From Flexner to competencies. Academic Medicine, 77, 361–367. doi:10.1097/00001888-200205000-00003
   PubMed Web of Science ®Google Scholar
• The College of Health Disciplines University of British Columbia. (2008). The British Columbia competency framework for interprofessional collaboration. Vancouver, BC: College of Health Disciplines and Interprofessional Network of BC.
   Google Scholar
• D’Amour, D., & Oandasan, I. (2004). Interprofessional education for collaborative patient-centred practice: Research and findings report. Ottawa, ON: Health Canada.
   Google Scholar
• Firehouse Medical. (2016). SimMan 3G. Retrieved from https://www.firehousemedical.com/store3/training-aids/trauma-training/simmanr-3g.html
   Google Scholar
• Hinde, T., Gale, T., Anderson, I., Roberts, M., & Sice, P. (2016). A study to assess the influence of interprofessional point of care simulation training on safety culture in the operating theatre environment of a university teaching hospital. Journal of Interprofessional Care, 30, 251–253. doi:10.3109/13561820.2015.1084277
   Google Scholar
• Hseih, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288. doi:10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Interprofessional Education Collaborative (IPEC) Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative.
   Google Scholar
• Kaba, A., & Beran, T. N. (2016). Impact of peer pressure on accuracy of reporting vital signs: An interprofessional comparison between nursing and medical students. Journal of Interprofessional Care, 30, 116–122. doi:10.3109/13561820.2015.1075967
   PubMed Web of Science ®Google Scholar
• King, A. E. A., Conrad, M., & Ahmed, R. A. (2013). Improving collaboration among medical, nursing and respiratory therapy students through interprofessional simulation. Journal of Interprofessional Care, 27, 269–271. doi:10.3109/13561820.2012.730076
   PubMed Web of Science ®Google Scholar
• King, J., & Anderson, C. (2012). The Canadian interprofessional patient safety competencies: Their role in health-care professionals’ education. Journal of Patient Safety, 8, 30–36.
   PubMed Web of Science ®Google Scholar
• LeFlore, J. L., Anderson, M., Michael, J. L., Engle, W. D., & Anderson, J. (2007). Comparison of self-directed learning versus instructor-modeled learning during a simulated clinical experience. Simulation In Healthcare, 2, 170–177. doi:10.1097/SIH.0b013e31812dfb46
   PubMedGoogle Scholar
• MacDonald, C. J., Archibald, D., Trumpower, D., Casimiro, L., Cragg, B., & Jelley, W. (2010). Designing and operationalizing a toolkit of bilingual interprofessional education assessment instruments. Journal of Interprofessional Practice and Education, 1, 13.
   Google Scholar
• Murdoch, N. L., Bottorff, J. L., & McCullough, D. (2013). Simulation education approaches to enhance collaborative healthcare: A best practices review. International Journal of Nursing Education Scholarship, 10, 307–321.
   Google Scholar
• Paige, J. T., Garbee, D. D., Brown, K. M., & Rojas, J. D. (2015). Using simulation in interprofessional education. Surgical Clinics of North America, 95, 751–766. doi:10.1016/j.suc.2015.04.004
   PubMed Web of Science ®Google Scholar
• Palaganas, J. C., Epps, C., & Raemer, D. B. (2014). A history of simulation-enhanced interprofessional education. Journal of Interprofessional Care, 28, 110–115. doi:10.3109/13561820.2013.869198
   PubMed Web of Science ®Google Scholar
• Reeves, S. (2012). The rise and rise of interprofessional competence. Journal of Interprofessional Care, 26, 253–255. doi:10.3109/13561820.2012.695542
   PubMed Web of Science ®Google Scholar
• Reeves, S., Fox, A., & Hodges, B. D. (2009). The competency movement in the health professions: Ensuring consistent standards or reproducing conventional domains of practice? Advances in Health Sciences Education, 14, 451–453. doi:10.1007/s10459-009-9166-2
   PubMed Web of Science ®Google Scholar
• Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes (update). Cochrane Database of Systematic Reviews, 3, Cd002213. doi:10.1002/14651858.CD002213.pub3
   PubMed Web of Science ®Google Scholar
• Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Koppel, I., & Hammick, M. (2010). The effectiveness of interprofessional education: Key findings from a new systematic review. Journal of Interprofessional Care, 24, 230–241. doi:10.3109/13561820903163405
   PubMed Web of Science ®Google Scholar
• Shanahan, C. A., & Lewis, J. (2015). Perceptions of interprofessional clinical simulation among medical and nursing students: A pilot study. Journal of Interprofessional Care, 29, 504–506. doi:10.3109/13561820.2015.1027336
   PubMed Web of Science ®Google Scholar
• Sigalet, E., Donnon, T., & Grant, V. (2012). Undergraduate students’ perceptions of and attitudes toward a simulation-based interprofessional curriculum: The KidSIM ATTITUDES questionnaire. Simulation in Healthcare, 7, 353–358. doi:10.1097/SIH.0b013e318264499e
   PubMed Web of Science ®Google Scholar
• Society for Simulation in Healthcare. (2016). About Simulation. Retrieved from http://www.ssih.org/About-Simulation
   Google Scholar
• Velji, K., Baker, G. R., Fancott, C. A., Andreoli, A., Boaro, N., Tardif, G., … Sinclair, L. (2008). Effectiveness of an adapted SBAR communication tool for a rehabilitation setting. Healthcare Quarterly, 11(Sp), 72–79. doi:10.12927/hcq.2008.19653
   PubMedGoogle Scholar
• Weaver, S. J., Dy, S. M., & Rosen, M. A. (2014). Team-training in healthcare: A narrative synthesis of the literature. BMJ Quality and Safety, 1–14. doi:10.1136/bmjqs-2013-001848
   Web of Science ®Google Scholar