Optimizing the observer experience in an interprofessional home health simulation: a quasi-experimental study

ABSTRACT

The purpose of this quasi-experimental study was to explore the influence of an interprofessional simulation experience on student perceptions of interprofessional collaboration, as well as to explore the influence of the participant and observer roles on these beliefs. A two-session simulation experience was developed to engage professional students in the collaborative care of a patient admitted to a home health agency. To provide the simulation experience in a time efficient manner within the curriculum, students participated in two interprofessional teams of nursing and physical therapy students. Each team actively participated in the collaborative care of the patient in one session. In the alternate session, the interprofessional team observed the care of the patient, documented behaviors ideal for interprofessional teamwork, and provided feedback regarding the interprofessional collaboration and communication observed during debriefing. Observers in this study consistently improved their self-perceived comfort in working with others irrespective of the order in which they participated in the simulation scenario. The use of observers in simulation may provide opportunities for programs to integrate large scale simulation experiences in a time efficient manner to further engage students in active learning as a component of interprofessional education.

KEYWORDS:

• Surveys
• interprofessional education
• interprofessional learning
• patient-centered practice
• simulation
• quasi-experimental

Declaration of interests

The authors report no conflicts of interest.

Additional information

Notes on contributors

Shala Cunningham

Dr. Shala Cunningham is a faculty member in the Department of Physical Therapy at Radford University.  She has over 20 years experience as a physical therapist and clinical educator. Dr. Cunningham received her Bachelor’s degree, Doctorate, and PhD in physical therapy.  Her research interests focus on best practice for implementing interprofessional education for pre-licensure healthcare students through simulation.

Cynthia Cunningham

Cynthia Cunningham is a full-time simulation center director and simulation educator. She has been a registered nurse for 31 years. Cindy is responsible for the operation and management of two simulation sites including collaboration with nursing directors, faculty, staff, and students to meet and evaluate identified educational outcomes. She coordinates and provides training to local healthcare organizations that promote professional development of healthcare providers and individual consultation services to nursing organizations developing simulation programs.