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Short Report

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

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Received 29 Nov 2018, Accepted 01 Jul 2019, Published online: 06 Aug 2019

References

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  • Interprofessional Education Collaborative Expert Panel. 2016. Core competencies for interprofessional collaborative practice: 2016 update. Washington, D.C.: Interprofessional Education Collaborative. Retreived from https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1
  • Jeffries, P. R., & Rizzolo, M. A. (2006). Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study. In P. Jeffries (Ed.), Simulation in Nursing Education (pp. 145–159). New York, NY: National League for Nursing.
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  • O’Regan, S., Molloy, E., Watterson, L., & Nestel, D. (2016). Observer roles that optimise learning in healthcare simulation education: A systematic review. Advances in Simulation, 1(4). doi:10.1186/s41077-015-0004-8
  • Reime, M. H., Johnsgaard, T., Kvam, F. I., Aarflot, M., Engeberg, J. M., Breivik, M., & Brattebo, G. (2017). Learning by viewing versus learning by doing: A comparative study of participant experiences during am interprofessional simulation training. Journal of Interprofessional Care, 1, 51–58. doi:10.1080/13561820.2016.1233390

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