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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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