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Developing pre-licensure interprofessional and stroke care competencies through skills-based simulations.

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Title: Developing pre-licensure interprofessional and stroke care competencies through skills-based simulations.
Authors: MacKenzie, Diane, Sibbald, Kaitlin, Sponagle, Kim, Hickey, Ellen, Creaser, Gail, Hebert, Kim, Gubitz, Gordon, Mishra, Anu, Nicholson, Marc, Sarty, Gordon E.
Source: Journal of Interprofessional Care. Sep/Oct2024, Vol. 38 Issue 5, p864-874. 11p.
Subjects: Stroke treatment, Interdisciplinary education, Speech therapists, Evaluation research, Occupational therapy education, Interprofessional relations, Pharmacy education, Medical education, Health occupations students, Content analysis, Speech therapy education, Retrospective studies, Simulation methods in education, Pre-tests & post-tests, Medical students, Patient-centered care, Clinical competence, Occupational therapy students, Pharmacists, Analysis of variance, Research methodology, Family-centered care, Outcome-based education, Student attitudes, Physical therapy education, Baccalaureate nursing education, Physical therapy students, Nursing students, Medical practice
Abstract: Interprofessional collaboration (IPC) in stroke care is accepted as best practice and necessary given the multi-system challenges and array of professionals involved. Our two-part stroke team simulations offer an intentional interprofessional educational experience (IPE) embedded in pre-licensure occupational therapy, physical therapy, pharmacy, medicine, nursing and speech-language pathology curricula. This six-year mixed method program evaluation aimed to determine if simulation delivery differences necessitated by COVID-19 impacted students' IPC perception, ratings, and reported learning. Following both simulations, the Interprofessional Collaborative Competency Assessment Scale (ICCAS) and free-text self-reported learning was voluntarily and anonymously collected. A factorial ANOVA using the ICCAS interprofessional competency factors compared scores across delivery methods. Content and category analysis was done for free-text responses. Overall, delivery formats did not affect positive changes in pre-post ICCAS scores. However, pre and post ICCAS scores were significantly different for interprofessional competencies of roles/responsibilities and collaborative patient/family centered approach. Analysis of over 10,000 written response to four open-ended questions revealed the simulation designs evoked better understanding of others' and own scope of practice, how roles and shared leadership change based on context and client need, and the value of each team member's expertise. Virtual-experience-only students noted preference for an in-person stroke clinic simulation opportunity. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Developing pre-licensure interprofessional and stroke care competencies through skills-based simulations.
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  Data: <searchLink fieldCode="AR" term="%22MacKenzie%2C+Diane%22">MacKenzie, Diane</searchLink><br /><searchLink fieldCode="AR" term="%22Sibbald%2C+Kaitlin%22">Sibbald, Kaitlin</searchLink><br /><searchLink fieldCode="AR" term="%22Sponagle%2C+Kim%22">Sponagle, Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Hickey%2C+Ellen%22">Hickey, Ellen</searchLink><br /><searchLink fieldCode="AR" term="%22Creaser%2C+Gail%22">Creaser, Gail</searchLink><br /><searchLink fieldCode="AR" term="%22Hebert%2C+Kim%22">Hebert, Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Gubitz%2C+Gordon%22">Gubitz, Gordon</searchLink><br /><searchLink fieldCode="AR" term="%22Mishra%2C+Anu%22">Mishra, Anu</searchLink><br /><searchLink fieldCode="AR" term="%22Nicholson%2C+Marc%22">Nicholson, Marc</searchLink><br /><searchLink fieldCode="AR" term="%22Sarty%2C+Gordon+E%2E%22">Sarty, Gordon E.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Sep/Oct2024, Vol. 38 Issue 5, p864-874. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Stroke+treatment%22">Stroke treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+research%22">Evaluation research</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+therapy+education%22">Occupational therapy education</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Pharmacy+education%22">Pharmacy education</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br /><searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+therapy+education%22">Speech therapy education</searchLink><br /><searchLink fieldCode="DE" term="%22Retrospective+studies%22">Retrospective studies</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+students%22">Medical students</searchLink><br /><searchLink fieldCode="DE" term="%22Patient-centered+care%22">Patient-centered care</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+therapy+students%22">Occupational therapy students</searchLink><br /><searchLink fieldCode="DE" term="%22Pharmacists%22">Pharmacists</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Family-centered+care%22">Family-centered care</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+therapy+education%22">Physical therapy education</searchLink><br /><searchLink fieldCode="DE" term="%22Baccalaureate+nursing+education%22">Baccalaureate nursing education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+therapy+students%22">Physical therapy students</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+students%22">Nursing students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+practice%22">Medical practice</searchLink>
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  Label: Abstract
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  Data: Interprofessional collaboration (IPC) in stroke care is accepted as best practice and necessary given the multi-system challenges and array of professionals involved. Our two-part stroke team simulations offer an intentional interprofessional educational experience (IPE) embedded in pre-licensure occupational therapy, physical therapy, pharmacy, medicine, nursing and speech-language pathology curricula. This six-year mixed method program evaluation aimed to determine if simulation delivery differences necessitated by COVID-19 impacted students' IPC perception, ratings, and reported learning. Following both simulations, the Interprofessional Collaborative Competency Assessment Scale (ICCAS) and free-text self-reported learning was voluntarily and anonymously collected. A factorial ANOVA using the ICCAS interprofessional competency factors compared scores across delivery methods. Content and category analysis was done for free-text responses. Overall, delivery formats did not affect positive changes in pre-post ICCAS scores. However, pre and post ICCAS scores were significantly different for interprofessional competencies of roles/responsibilities and collaborative patient/family centered approach. Analysis of over 10,000 written response to four open-ended questions revealed the simulation designs evoked better understanding of others' and own scope of practice, how roles and shared leadership change based on context and client need, and the value of each team member's expertise. Virtual-experience-only students noted preference for an in-person stroke clinic simulation opportunity. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/13561820.2024.2371339
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        Text: English
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    Subjects:
      – SubjectFull: Stroke treatment
        Type: general
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Speech therapists
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      – SubjectFull: Evaluation research
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      – SubjectFull: Content analysis
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      – SubjectFull: Speech therapy education
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      – SubjectFull: Retrospective studies
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      – SubjectFull: Simulation methods in education
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