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Nurs Educ Perspect. 2018 Nov/Dec;39(6):360-362. doi: 10.1097/01.NEP.0000000000000316.

The Effects of Interprofessional Pediatric End-of-Life Simulation on Communication and Role Understanding in Health Professions Students.

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About the Authors The authors are faculty members, Texas A&M University Health Science Center, Bryan, Texas. Jacqueline S. Stout-Aguilar, PhD, RN-BC, CNE, is a clinical assistant professor. Alison Pittman, PhD, RN, CNE, CPN, is a clinical assistant professor. Regina Bentley, EdD, RN, CNE, is interim dean and clinical associate professor. Jerry Livingston, PhD, RN, CHSE, is director of clinical skills. Bree Watzak PharmD, BCPS, is a clinical assistant professor. For more information, contact Dr. Stout at


The purpose of this study was to analyze the impact of interprofessional pediatric end-of life simulations for health professions students. A quasiexperimental design was used with three TeamSTEPPSĀ® tools. Forty-one students were enrolled (nursing = 20, medicine = 10, pharmacy = 10, public health = 1). TeamSTEPPS 2.0 Teamwork Attitudes Questionnaire and Teamwork Perceptions Questionnaire analysis indicated a significant difference in mean pretest and posttest scores (p = .015 and p = .028, respectively). The Team Performance Observation Tool indicated statistical significance between simulations (p < .001, df = 18, r = .8). Simulations were significantly related to an increase in faculty observation scores, TeamSTEPPS 2.0 Teamwork Attitudes Questionnaire pre-post scores, and TeamSTEPPS 2.0 Teamwork Perceptions Questionnaire pre-post scores.

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