Internal medicine paging curriculum to improve physician-nurse interprofessional communication: a single center pilot study.
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| Title: | Internal medicine paging curriculum to improve physician-nurse interprofessional communication: a single center pilot study. |
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| Authors: | Heidemann, Lauren A., Kempner, Samantha, Walford, Eric, Chippendale, Ryan, Fitzgerald, James T., Morgan, Helen K. |
| Source: | Journal of Interprofessional Care. Jan/Feb2025, Vol. 39 Issue 1, p122-125. 4p. |
| Subjects: | Repeated measures design, Curriculum, Nurses, Internship programs, Educational outcomes, Pilot projects, Questionnaires, Hospital nursing staff, Course evaluation (Education), Descriptive statistics, Decision making in clinical medicine, Multivariate analysis, Continuing medical education, Hospital medical staff, Simulation methods in education, Longitudinal method, Medical students, Internal medicine, Nurse-physician relationships, Communication, Clinical competence, Curriculum planning, Medical schools, Analysis of variance, Professional employee training, Comparative studies |
| Geographic Terms: | United States |
| Abstract: | Effective physician-nurse communication is critical to patient safety, yet internal medicine trainees are rarely given feedback on this skill. In order to address this gap, we developed a 4-week simulated paging curriculum for senior medical students. Standardized Registered Nurses administered five acute inpatient paging cases to students via telephone and scored communication on a 10-point global scale (1 = highly ineffective to 10 = highly effective) and seven communication domains using a 5-point Likert-type scale. The domains included precision/clarity, instructive, directing, assertive, ability to solicit information, engaged, and structured communication. Students received verbal and written feedback from the nurses on communication skills and clinical decision-making. Our primary goal was to determine if student-nurse communication improved throughout the curriculum. Data were analyzed using multivariate ANOVAs with repeated measures. Twenty-seven students participated. Global communication scores increased significantly from case 1 to case 5 (7.1 to 8.7, p <.01). The following communication domains increased significantly: precision (3.8 to 4.4, p <.01), instructive (3.6 to 4.7, p <.01), directing (4.0 to 4.6, p =.02), assertiveness (4.0 to 4.7, p =.04), engaged (4.1 to 4.7, p <.01). In conclusion, this curriculum can be an innovative approach to improve physician-nurse communication using standardized registered nurses to deliver structured feedback to medical trainees. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Effective physician-nurse communication is critical to patient safety, yet internal medicine trainees are rarely given feedback on this skill. In order to address this gap, we developed a 4-week simulated paging curriculum for senior medical students. Standardized Registered Nurses administered five acute inpatient paging cases to students via telephone and scored communication on a 10-point global scale (1 = highly ineffective to 10 = highly effective) and seven communication domains using a 5-point Likert-type scale. The domains included precision/clarity, instructive, directing, assertive, ability to solicit information, engaged, and structured communication. Students received verbal and written feedback from the nurses on communication skills and clinical decision-making. Our primary goal was to determine if student-nurse communication improved throughout the curriculum. Data were analyzed using multivariate ANOVAs with repeated measures. Twenty-seven students participated. Global communication scores increased significantly from case 1 to case 5 (7.1 to 8.7, p <.01). The following communication domains increased significantly: precision (3.8 to 4.4, p <.01), instructive (3.6 to 4.7, p <.01), directing (4.0 to 4.6, p =.02), assertiveness (4.0 to 4.7, p =.04), engaged (4.1 to 4.7, p <.01). In conclusion, this curriculum can be an innovative approach to improve physician-nurse communication using standardized registered nurses to deliver structured feedback to medical trainees. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2020.1743246 |
