Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students

References

• Archibald, D., Trumpower, D., & MacDonald, C. J. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 28(6), 553–558. https://doi.org/10.3109/13561820.2014.917407
   PubMed Web of Science ®Google Scholar
• Baker, C., Pulling, C., McGraw, R., Dagnone, D., Hopkins-Rosseel, D., & Medves, J. (2008). Simulation in interprofessional education for patient‐centred collaborative care. Journal of Advanced Nursing, 64(4), 372–379. https://doi.org/10.1111/j.1365-2648.2008.04798.x
   PubMed Web of Science ®Google Scholar
• Baldwin, D., & Daugherty, S. (2008). Interprofessional conflict and medical errors: Results of a national multi-specialty survey of hospital residents in the US. Journal of Interprofessional Care, 22(6), 573–586. https://doi.org/10.1080/13561820802364740
   PubMed Web of Science ®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(10), 853–857. https://doi.org/10.3109/0142159X.2014.923558
   PubMed Web of Science ®Google Scholar
• Booker, Q. S., Austin, J. D., & Balasubramanian, B. A. (2021). Survey strategies to increase participant response rates in primary care research studies. Family Practice, 38(5), 699–702. https://doi.org/10.1093/fampra/cmab070
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise & Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196
   Google Scholar
• Canadian Interprofessional Health Collaborative. (2010). A national interprofessional competency framework. Retrieved January 18, 2023, Available from, http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf.
   Google Scholar
• Collins, K., Layne, K. C., Andrea, C., & Perry, L. A. (2021). The impact of interprofessional simulation experiences in occupational and physical therapy education: A qualitative study. Cadernos Brasileiros de Terapia Ocupacional, 29, e2978. https://doi.org/10.1590/2526-8910.ctoAO2256
   Google Scholar
• DiPierro, K., Lee, H., Pain, K. J., Durning, S. J., & Choi, J. J. (2022). Groupthink among health professional teams in patient care: A scoping review. Medical Teacher, 44(3), 309–318. https://doi.org/10.1080/0142159X.2021.1987404
   PubMed Web of Science ®Google Scholar
• Dominguez, D. G., Fike, D. S., MacLaughlin, E. J., & Zorek, J. A. (2015). A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice. Journal of Interprofessional Care, 29(2), 144–149. https://doi.org/10.3109/13561820.2014.947360
   PubMed Web of Science ®Google Scholar
• Dunn, O. J. (1964). Multiple comparisons using rank sums. Technometrics, 6(3), 241–252. https://doi.org/10.1080/00401706.1964.10490181
   Web of Science ®Google Scholar
• Ekmekci, O., Plack, M., Pintz, C., Bocchino, J., LeLacheur, S., & Halvaksz, J. (2013). Integrating executive coaching and simulation to promote interprofessional education of health care students. Journal of Allied Health, 42(1), 17–24.
   PubMedGoogle Scholar
• Englander, M. (2016). The phenomenological method in qualitative psychology and psychiatry. International Journal of Qualitative Studies on Health and Well-Being, 11(1), 30682–30682. https://doi.org/10.3402/qhw.v11.30682
   PubMed Web of Science ®Google Scholar
• Eppich, W., & Cheng, A. (2015). Promoting excellence and reflective learning in simulation (PEARLS): Development and rationale for a blended approach to health care simulation debriefing. Simulation in Healthcare: Journal of the Society for Simulation in Healthcare, 10(2), 106–115. https://doi.org/10.1097/sih.0000000000000072
   PubMedGoogle Scholar
• Forbes, R., Irving, P., & Copley, J. (2020). Development and evaluation of interprofessional patient simulation activity for physiotherapy and occupational therapy students to assess and manage patients with chronic pain. International Journal of Therapy and Rehabilitation, 27(4), 1–12. https://doi.org/10.12968/ijtr.2019.0009
   Web of Science ®Google Scholar
• Forbes, R., Mandrusiak, A., Smith, M., & Russell, T. (2018). Training physiotherapy students to educate patients: A randomised controlled trial. Patient Education & Counseling, 101(2), 295–303. https://doi.org/10.1016/j.pec.2017.08.009
   PubMed Web of Science ®Google Scholar
• Fusco, N. M., & Foltz-Ramos, K. (2018). Measuring changes in pharmacy and nursing students’ perceptions following an interprofessional high-fidelity simulation experience. Journal of Interprofessional Care, 32(5), 648–652. https://doi.org/10.1080/13561820.2018.1496073
   PubMed Web of Science ®Google Scholar
• Gellis, Z. D., Kim, E., Hadley, D., Packel, L., Poon, C., Forciea, M. A., Bradway, C., Streim, J., Seman, J., Hayden, T., & Johnson, J. (2018). Evaluation of interprofessional health care team communication simulation in geriatric palliative care. Gerontology & Geriatrics Education, 40(1), 30–42. https://doi.org/10.1080/02701960.2018.1505617
   PubMed Web of Science ®Google Scholar
• Giles, A. K., Carson, N. E., Breland, H. L., Coker-Bolt, P., & Bowman, P. J. (2014). Use of simulated patients and reflective video analysis to assess occupational therapy students’ preparedness for fieldwork. The American Journal of Occupational Therapy, 68(Supplement_2), S57–S66. https://doi.org/10.5014/ajot.2014.685S03
   PubMedGoogle Scholar
• Gittell, J. H. (1999). Coordinating patient care improves quality of care, efficiency. Interview by Therese Droste. Executive Solutions for Healthcare Management, 2(1), 10–12.
   PubMedGoogle Scholar
• Gliva McConvey, G., Nicholas, C. F., & Clark, L. (2020). Comprehensive healthcare simulation: Implementing best practices in standardized patient methodology. Springer.
   Google Scholar
• Granheim, B. M., Shaw, J. M., & Mansah, M. (2018). The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. Nurse Education Today, 62, 118–127. https://doi.org/10.1016/j.nedt.2017.12.021
   PubMed Web of Science ®Google Scholar
• Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education: BE<E guide no.9. Medical Teacher, 29(8), 735–751. https://doi.org/10.1080/01421590701682576
   PubMed Web of Science ®Google Scholar
• Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 Update. Retrieved January 18, 2023, Available from, https://ipec.memberclicks.net/assets/2016-Update.pdf.
   Google Scholar
• Iverson, L., Bredenkamp, N., Carrico, C., Connelly, S., Hawkins, K., Monaghan, M., & Malesker, M. (2018). Development and assessment of an interprofessional education simulation to promote collaborative learning and practice. The Journal of Nursing Education, 57(7), 426–429. https://doi.org/10.3928/01484834-20180618-08
   PubMed Web of Science ®Google Scholar
• Jones, A., Ingram, M., & Forbes, R. (2020). Physiotherapy new graduate self-efficacy and readiness for interprofessional collaboration: A mixed methods study. Journal of Interprofessional Care, 35(1), 1–10. https://doi.org/10.1080/13561820.2020.1723508
   PubMed Web of Science ®Google Scholar
• Ker, J., & Bradley, P. (2014). Simulation in medical education. In T. Swanick (Ed.), Understanding medical education: Evidence, theory and practice (2nd edn ed., pp. 175–192). Wiley.
   Google Scholar
• King, J., Beanlands, S., Fiset, V., Chartrand, L., Clarke, S., Findlay, T., Morley, M., & Summers, I. (2016). Using interprofessional simulation to improve collaborative competences for nursing, physiotherapy, and respiratory therapy students. Journal of Interprofessional Care, 30(5), 599–605. https://doi.org/10.1080/13561820.2016.1189887
   PubMed Web of Science ®Google Scholar
• Kururi, N., Tozato, F., Lee, B., Kazama, H., Katsuyama, S., Takahashi, M., Abe, Y., Matsui, H., Tokita, Y., Saitoh, T., Kanaizumi, S., Makino, T., Shinozaki, H., Yamaji, T., & Watanabe, H. (2016). Professional identity acquisition process model in interprofessional education using structural equation modelling: 10-year initiative survey. Journal of Interprofessional Care, 30(2), 175–183. https://doi.org/10.3109/13561820.2015.1092117
   PubMed Web of Science ®Google Scholar
• Lasater, K. (2007). High-fidelity simulation and the development of clinical judgment: Students’ experiences. The Journal of Nursing Education, 46(6), 269–276. https://doi.org/10.3928/01484834-20070601-06
   PubMed Web of Science ®Google Scholar
• Le Blanc, V. (2009). The effects of acute stress on performance: Implications for health professions education. Academic Medicine: Journal of the Association of American Medical Colleges, 84(10), 25–33. https://doi.org/10.1097/acm.0b013e3181b37b8f
   Google Scholar
• Lee, Y., Ahn, D., Moon, J., & Han, K. (2014). Perception of interprofessional conflicts and interprofessional education by doctors and nurses. Korean Journal of Medical Education, 26(4), 257–264. https://doi.org/10.3946/kjme.2014.26.4.257
   PubMedGoogle Scholar
• Lee, C. T. S., & Doran, D. M. (2017). The role of interpersonal relations in healthcare team communication and patient safety: A proposed model of interpersonal process in teamwork. Canadian Journal of Nursing Research, 49(2), 75–93. https://doi.org/10.1177/0844562117699349
   PubMed Web of Science ®Google 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 Research in Interprofessional Practice and Education, 1(3). https://doi.org/10.22230/jripe.2010v1n3a36
   PubMedGoogle Scholar
• MacKenzie, D., Creaser, G., Sponagle, K., Gubitz, G., MacDougall, P., Blacquiere, D., Miller, S., & Sarty, G. (2017). Best practice interprofessional stroke care collaboration and simulation: The student perspective. Journal of Interprofessional Care, 31(6), 793–796. https://doi.org/10.1080/13561820.2017.1356272
   PubMed Web of Science ®Google Scholar
• Marion-Martins, A. D., & Pinho, D. L. M. (2020). Interprofessional simulation effects for healthcare students: A systematic review and meta-analysis. Nurse Education Today, 94, 104568. https://doi.org/10.1016/j.nedt.2020.104568
   PubMed Web of Science ®Google Scholar
• Martin, J. S., Ummenhofer, W., Manser, T., & Spirig, R. (2010). Interprofessional collaboration among nurses and physicians: Making a difference in patient outcome. Swiss Medical Weekly, 35. https://doi.org/10.4414/smw.2010.13062
   Web of Science ®Google Scholar
• Mattiazzi, S., Cottrell, H., Ng, N., & Beckman, E. (2023). The impact of interprofessional education interventions in health professional student clinical training: A systematic review. Journal of Interprofessional Education & Practice, 30, 100596. https://doi.org/10.1016/j.xjep.2022.100596
   Google Scholar
• Mills, B., Hansen, S., Nang, C., McDonald, H., Lyons-Wall, P., Hunt, J., & O’Sullivan, T. (2020). A pilot evaluation of simulation-based interprofessional education for occupational therapy, speech pathology and dietetic students: Improvements in attitudes and confidence. Journal of Interprofessional Care, 34(4), 472–480. https://doi.org/10.1080/13561820.2019.1659759
   PubMed Web of Science ®Google Scholar
• Moriarty, J., Manthorpe, J., Stevens, M., & Hussein, S. (2011). Making the transition: Comparing research on newly qualified social workers with other professions. British Journal of Social Work, 41(7), 1340–1356. https://doi.org/10.1093/bjsw/bcr031
   Web of Science ®Google Scholar
• Nichols, A., Wiley, S., Morrell, B., Jochum, J., Moore, E., Carmack, J., Hetzler, K., Toon, J., Hess, J., Meer, M., & Moore, S. (2019). Interprofessional healthcare students’ perceptions of a simulation based learning experience. Journal of Allied Health, 48(3), 159–166.
   PubMedGoogle Scholar
• Ogawara, H., Hayashi, T., Asakawa, Y., Iwasaki, K., Matsuda, T., Abe, Y., Tozato, F., Makino, T., Koizumi, M., Yasukawa, T., & Watanabe, H. (2009). Systematic inclusion of mandatory interprofessional education in health professions curricula at Gunma University: A report of student self-assessment in a nine-year implementation. Human Resources for Health, 7(1), 1–8. https://doi.org/10.1186/1478-4491-7-60
   PubMedGoogle Scholar
• O’Shea, M. C., Reeves, N. E., Bialocerkowski, A., & Cardell, E. (2019). Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth. Advances in Simulation (London, England), 4(Suppl 1), 28. https://doi.org/10.1186/s41077-019-0116-7
   PubMedGoogle Scholar
• Patton, M. (2002). Qualitative research and evaluation method (3rd ed.). Sage Publications.
   Google Scholar
• Peeters, M., Chen, Y., & Sexton, M. (2016). Validation of the SPICE-R instrument among a diverse interprofessional cohort: A cautionary tale. Currents in Pharmacy Teaching and Learning. 8(4), 517–523. https://doi.org/10.1016/j.cptl.2016.03.008
   Web of Science ®Google Scholar
• Penman, A., Hill, A. E., Hewat, S., & Scarinci, N. (2020a). “I felt more prepared and ready for clinic”: Connections in student and clinical educator views about simulation-based learning. Australian Journal of Clinical Education, 7(1), 1–21. https://doi.org/10.53300/001c.17204
   Google Scholar
• Penman, A., Hill, A. E., Hewat, S., & Scarinci, N. (2020b). Students’ perceptions of simulation-based learning in speech pathology: A pilot study. International Journal of Practice-Based Learning in Health and Social Care, 8(1), 1–14. https://doi.org/10.18552/ijpblhsc.v8i1.558
   Google Scholar
• Pinto, C., Possanza, A., & Karpa, K. (2018). Examining student perceptions of an inter-institutional interprofessional stroke simulation activity. Journal of Interprofessional Care, 32(3), 391–394. https://doi.org/10.1080/13561820.2017.1405921
   PubMed Web of Science ®Google Scholar
• Reeves, S., & Barr, H. (2016). Twelve steps to evaluating interprofessional education. Journal of Taibah University Medical Sciences, 11(6), 601–605. https://doi.org/10.1016/j.jtumed.2016.10.012
   Web of Science ®Google Scholar
• Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 2018(8), CD000072. https://doi.org/10.1002/14651858.CD000072.pub3
   Google Scholar
• Rossler, K., Molloy, M., Pastva, A., Brown, M., Xavier, N., & INACSL Standards Committee. (2021). Healthcare simulation standards of best PracticeTM simulation-enhanced interprofessional education. Clinical Simulation in Nursing, 58, 49–53. https://doi.org/10.1016/j.ecns.2021.08.015
   Web of Science ®Google Scholar
• Rotz, M., Duenas, G., Zanoni, A., & Grover, A. (2016). Designing and evaluating an interprofessional experiential course series involving medical and pharmacy students. American Journal of Pharmaceutical Education, 80(5), 85. https://doi.org/10.5688/ajpe80585
   PubMed Web of Science ®Google Scholar
• San Martín-Rodríguez, L., Beaulieu, M. D., D’Amour, D., & Ferrada-Videla, M. (2005). The determinants of successful collaboration: A review of theoretical and empirical studies. Journal of Interprofessional Care, 19(sup1), 132–147.
   PubMedGoogle Scholar
• Schmitz, C. C., Radosevich, D. M., Jardine, P., MacDonald, C. J., Trumpower, D., & Archibald, D. (2017). The interprofessional collaborative competency attainment survey (ICCAS): A replication validation study. Journal of Interprofessional Care, 31(1), 28–34. https://doi.org/10.1080/13561820.2016.1233096
   PubMed Web of Science ®Google Scholar
• Suter, E., Arndt, J., Arthur, N., Parboosingh, J., Taylor, E., & Deutschlander, S. (2009). Role understanding and effective communication as core competencies for collaborative practice. Journal of Interprofessional Care, 23(1), 41–51. https://doi.org/10.1080/13561820802338579
   PubMed Web of Science ®Google Scholar
• Varpio, L., Ajjawi, R., Monrouxe, L. V., O’Brien, B. C., & Rees, C. E. (2017). Shedding the cobra effect: Problematising thematic emergence, triangulation, saturation and member checking. Medical Education, 51(1), 40–50. https://doi.org/10.1111/medu.13124
   PubMed Web of Science ®Google Scholar
• Walsh, K., Reeves, S., & Maloney, S. (2014). Exploring issues of cost and value in professional and interprofessional education. Journal of Interprofessional Care, 28(6), 1–2. https://doi.org/10.3109/13561820.2014.941212
   Web of Science ®Google Scholar
• World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. WHO.
   Google Scholar
• Zorek, J. A., MacLaughlin, E. J., Fike, D., MacLaughlin, A., Samiuddin, M., & Young, R. (2014). Measuring changes in perception using the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument. BMC Medical Education, 14(1), 101–108. https://doi.org/10.1186/1472-6920-14-101
   PubMed Web of Science ®Google Scholar
• Zwarenstein, M., Goldman, J., & Reeves, S. (2009). Interprofessional collaboration: Effects of practice‐based interventions on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 3. https://doi.org/10.1002/14651858.cd000072.pub2
   Web of Science ®Google Scholar