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J Interprof Care. 2018 Jan;32(1):80-88. doi: 10.1080/13561820.2017.1376625. Epub 2017 Oct 6.

Examining participant perceptions of an interprofessional simulation-based trauma team training for medical and nursing students.

Author information

1
a Department of Health Management and Health Economics, Institute of Health and Society, Faculty of Medicine , University of Oslo , Oslo , Norway.
2
b Department of Orthopedic Surgery , Akershus University Hospital, University of Oslo , Oslo , Norway.
3
c Department of General Practice, Institute of Health and Society, Faculty of Medicine , University of Oslo , Oslo , Norway.
4
d Department of Nursing, Faculty of Health Sciences , Oslo and Akershus University College of Applied Sciences , Oslo , Norway.
5
e Institute of Clinical Medicine, Faculty of Medicine , University of Oslo , Oslo , Norway.
6
f The Intervention Centre , Oslo University Hospital , Oslo , Norway.

Abstract

High quality care relies on interprofessional teamwork. We developed a short simulation-based course for final year medical, nursing and nursing anaesthesia students, using scenarios from emergency medicine. The aim of this paper is to describe the adaptation of an interprofessional simulation course in an undergraduate setting and to report participants' experiences with the course and students' learning outcomes. We evaluated the course collecting responses from students through questionnaires with both closed-ended and open-ended questions, supplemented by the facilitators' assessment of students' performance. Our data is based on responses from 310 students and 16 facilitators who contributed through three evaluation phases. In the analysis, we found that students reported emotional activation and learning outcomes within the domains self-insight and stress management, understanding of the leadership role, insight into teamwork, and skills in team communication. In subsequent questionnaire studies students reported having gained insights about communication, teamwork and leadership, and they believed they would be better leaders of teams and/or team members after having completed the course. Facilitators' observations suggested a progress in students' non-technical skills during the course. The facilitators observed that nursing anaesthesia students seemed to be more comfortable in finding their role in the team than the two other groups. In conclusion, we found that an interprofessional simulation-based emergency team training course with a focus on leadership, communication and teamwork, was feasible to run on a regular basis for large groups of students. The course improved the students' team skills and received a favourable evaluation from both students and faculty.

KEYWORDS:

Interprofessional education; acute medicine; communication; leadership; simulation; team training; teamwork; undergraduate education

PMID:
28985089
DOI:
10.1080/13561820.2017.1376625
[Indexed for MEDLINE]

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