Abstract
BACKGROUND: Increasing rates of medical errors necessitate incorporation of patient safety education for health professions students. Institutions must address the needs of both campus- and distance-based learners to meet interprofessional education (IPE) accreditation requirements. The purpose of this project was to evaluate a synchronous interprofessional patient safety simulation to train students on interprofessional teamwork and communication through recognition of patient safety and medical hazards. METHOD: Students from health care professions participated in a Haunted Hospital/Heartbreak Hospital patient hazard/medical error simulation. A total of 201 students in 41 teams, both campus and distance, participated over three semesters. RESULTS: Mean Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) scores significantly improved from 44.81 ± 3.59 to 47.08 ± 3.31 (p < .0001). Qualitative responses indicated that students appreciated working with other health care students through collaborative practice and recognized the importance of discipline-specific expertise. CONCLUSION: This simulation provided campus and distance learners with a collaboration opportunity that improved their perceptions of IPE. [J Nurs Educ. 2019;58(10):577-582.].
| Original language | English (US) |
|---|---|
| Pages (from-to) | 577-582 |
| Number of pages | 6 |
| Journal | The Journal of nursing education |
| Volume | 58 |
| Issue number | 10 |
| DOIs | |
| State | Published - Oct 1 2019 |
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All Science Journal Classification (ASJC) codes
- Nursing(all)
- Education
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A Synchronous Interprofessional Patient Safety Simulation Integrating Distance Health Professions Students. / Packard, Kathleen; Iverson, Lindsay; Ryan-Haddad, Ann; Teply, Robyn; Wize, Alynne; Qi, Yongyue.
In: The Journal of nursing education, Vol. 58, No. 10, 01.10.2019, p. 577-582.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A Synchronous Interprofessional Patient Safety Simulation Integrating Distance Health Professions Students
AU - Packard, Kathleen
AU - Iverson, Lindsay
AU - Ryan-Haddad, Ann
AU - Teply, Robyn
AU - Wize, Alynne
AU - Qi, Yongyue
PY - 2019/10/1
Y1 - 2019/10/1
N2 - BACKGROUND: Increasing rates of medical errors necessitate incorporation of patient safety education for health professions students. Institutions must address the needs of both campus- and distance-based learners to meet interprofessional education (IPE) accreditation requirements. The purpose of this project was to evaluate a synchronous interprofessional patient safety simulation to train students on interprofessional teamwork and communication through recognition of patient safety and medical hazards. METHOD: Students from health care professions participated in a Haunted Hospital/Heartbreak Hospital patient hazard/medical error simulation. A total of 201 students in 41 teams, both campus and distance, participated over three semesters. RESULTS: Mean Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) scores significantly improved from 44.81 ± 3.59 to 47.08 ± 3.31 (p < .0001). Qualitative responses indicated that students appreciated working with other health care students through collaborative practice and recognized the importance of discipline-specific expertise. CONCLUSION: This simulation provided campus and distance learners with a collaboration opportunity that improved their perceptions of IPE. [J Nurs Educ. 2019;58(10):577-582.].
AB - BACKGROUND: Increasing rates of medical errors necessitate incorporation of patient safety education for health professions students. Institutions must address the needs of both campus- and distance-based learners to meet interprofessional education (IPE) accreditation requirements. The purpose of this project was to evaluate a synchronous interprofessional patient safety simulation to train students on interprofessional teamwork and communication through recognition of patient safety and medical hazards. METHOD: Students from health care professions participated in a Haunted Hospital/Heartbreak Hospital patient hazard/medical error simulation. A total of 201 students in 41 teams, both campus and distance, participated over three semesters. RESULTS: Mean Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) scores significantly improved from 44.81 ± 3.59 to 47.08 ± 3.31 (p < .0001). Qualitative responses indicated that students appreciated working with other health care students through collaborative practice and recognized the importance of discipline-specific expertise. CONCLUSION: This simulation provided campus and distance learners with a collaboration opportunity that improved their perceptions of IPE. [J Nurs Educ. 2019;58(10):577-582.].
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U2 - 10.3928/01484834-20190923-04
DO - 10.3928/01484834-20190923-04
M3 - Article
C2 - 31573646
AN - SCOPUS:85072773401
VL - 58
SP - 577
EP - 582
JO - Journal of Nursing Education
JF - Journal of Nursing Education
SN - 0148-4834
IS - 10
ER -