Effect of hospital simulation tutorials on nursing and pharmacy student perception of interprofessional collaboration: Findings from a pilot study

Paulina Stehlik, Astrid Frotjold, Carl R Schneider

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

Interprofessional learning (IPL) during formal training enables interprofessional collaboration (IPC) in the workforce; however, on-campus IPL opportunities are seldom incorporated into curricula. We describe the development and implementation of two hospital simulation tutorials between nursing and pharmacy students. Students were required to provide "usual care" to a simulated patient at admission and discharge. Apre-post survey design was used to evaluate changes in Interdisciplinary Education Perception Scale (IEPS) score and student perceived educational value of the tutorials. The tutorials had a positive effect on IEPS scores (p <0.001), whereas gender and profession did not appear to influence scores (p = 0.082 and p = 0.923, respectively). Tutorials were rated either good or very good by 89.9% of students and 79.6% of students reporting new insights into the other profession This tutorial format could be easily adapted by other institutions as an engaging and rewarding strategy to better prepare students for IPC the workforce.

Original languageEnglish
Pages (from-to)115-117
Number of pages3
JournalJournal of Interprofessional Care
Volume32
Issue number1
Early online date18 Sep 2017
DOIs
Publication statusPublished - 2 Jan 2018

Fingerprint

Pharmacy Students
Nursing Students
Students
Learning
Education
Patient Discharge
Patient Admission
Curriculum

Cite this

@article{06a00dc1ef454a4bbc0db78583773360,
title = "Effect of hospital simulation tutorials on nursing and pharmacy student perception of interprofessional collaboration: Findings from a pilot study",
abstract = "Interprofessional learning (IPL) during formal training enables interprofessional collaboration (IPC) in the workforce; however, on-campus IPL opportunities are seldom incorporated into curricula. We describe the development and implementation of two hospital simulation tutorials between nursing and pharmacy students. Students were required to provide {"}usual care{"} to a simulated patient at admission and discharge. Apre-post survey design was used to evaluate changes in Interdisciplinary Education Perception Scale (IEPS) score and student perceived educational value of the tutorials. The tutorials had a positive effect on IEPS scores (p <0.001), whereas gender and profession did not appear to influence scores (p = 0.082 and p = 0.923, respectively). Tutorials were rated either good or very good by 89.9{\%} of students and 79.6{\%} of students reporting new insights into the other profession This tutorial format could be easily adapted by other institutions as an engaging and rewarding strategy to better prepare students for IPC the workforce.",
author = "Paulina Stehlik and Astrid Frotjold and Schneider, {Carl R}",
year = "2018",
month = "1",
day = "2",
doi = "10.1080/13561820.2017.1366897",
language = "English",
volume = "32",
pages = "115--117",
journal = "Holistic Medicine",
issn = "1356-1820",
publisher = "Taylor & Francis",
number = "1",

}

Effect of hospital simulation tutorials on nursing and pharmacy student perception of interprofessional collaboration : Findings from a pilot study. / Stehlik, Paulina; Frotjold, Astrid; Schneider, Carl R.

In: Journal of Interprofessional Care, Vol. 32, No. 1, 02.01.2018, p. 115-117.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Effect of hospital simulation tutorials on nursing and pharmacy student perception of interprofessional collaboration

T2 - Findings from a pilot study

AU - Stehlik, Paulina

AU - Frotjold, Astrid

AU - Schneider, Carl R

PY - 2018/1/2

Y1 - 2018/1/2

N2 - Interprofessional learning (IPL) during formal training enables interprofessional collaboration (IPC) in the workforce; however, on-campus IPL opportunities are seldom incorporated into curricula. We describe the development and implementation of two hospital simulation tutorials between nursing and pharmacy students. Students were required to provide "usual care" to a simulated patient at admission and discharge. Apre-post survey design was used to evaluate changes in Interdisciplinary Education Perception Scale (IEPS) score and student perceived educational value of the tutorials. The tutorials had a positive effect on IEPS scores (p <0.001), whereas gender and profession did not appear to influence scores (p = 0.082 and p = 0.923, respectively). Tutorials were rated either good or very good by 89.9% of students and 79.6% of students reporting new insights into the other profession This tutorial format could be easily adapted by other institutions as an engaging and rewarding strategy to better prepare students for IPC the workforce.

AB - Interprofessional learning (IPL) during formal training enables interprofessional collaboration (IPC) in the workforce; however, on-campus IPL opportunities are seldom incorporated into curricula. We describe the development and implementation of two hospital simulation tutorials between nursing and pharmacy students. Students were required to provide "usual care" to a simulated patient at admission and discharge. Apre-post survey design was used to evaluate changes in Interdisciplinary Education Perception Scale (IEPS) score and student perceived educational value of the tutorials. The tutorials had a positive effect on IEPS scores (p <0.001), whereas gender and profession did not appear to influence scores (p = 0.082 and p = 0.923, respectively). Tutorials were rated either good or very good by 89.9% of students and 79.6% of students reporting new insights into the other profession This tutorial format could be easily adapted by other institutions as an engaging and rewarding strategy to better prepare students for IPC the workforce.

UR - http://www.scopus.com/inward/record.url?scp=85029594431&partnerID=8YFLogxK

U2 - 10.1080/13561820.2017.1366897

DO - 10.1080/13561820.2017.1366897

M3 - Article

VL - 32

SP - 115

EP - 117

JO - Holistic Medicine

JF - Holistic Medicine

SN - 1356-1820

IS - 1

ER -