1. Effects of Interdisciplinary Simulation on Team Collaboration Skills Team Members: Susan Jones, MSN George Steer, PhD Patricia Airey, DHSc Milena Staykova, EdD Chase Pulsen, MEd Sarah Nicely, MPAS

2. At 0700 there was an explosion at a local high school. A bombing by a student is suspected. The hospital will receive 21 patients. You will be divided into teams of 3(PA, NSG and RT students).

3. Students Responsibilities 1. Report to the command center at 0810. 2. Collaborate in the assessment and writing of orders. Use best practices to guide you. 3. Implement the orders as a team. 4. Evaluate outcomes and revise the plan of care as needed. 5. Patient and peer education is required. 6. Document on the patient’s record. 7. Debriefing will be held in room 418 at 1015. 8. A pharmacy student, chaplain, and a resource person are available.

4. Objectives of IP Simulation Activity To increase students’ interprofessional team collaboration skills To transition skills from the classroom and practice laboratory to the clinical setting.

5. http://www.youtube.com/watch?v=8VoXk_A-vnw

6. Sample Cases Trauma Cases Multiple Trauma Burn Head Injury with Seizure Pneumo/Hemothorax Smoke Induced Respiratory arrest Cardiac Tamponade/Arrest Fx. Femur and Arm Pediatric Case Asthma attack OB cases Emergent Delivery Newborn distress Cardiac cases Cardiac Tamponade/Arrest Acute MI Shocks Anaphylactic Hypovolemic

9. Utilization of Skills Collaboration Communication Critical Thinking Cultural Awareness Crisis Intervention Standards of Care/Best Practices Trauma Assessment Peer Education Debriefing

13. Literature Review Recommendations from the IPEC (Interprofessional Collaborative Practice Council, 2011) Team-Based Competencies: Building a shared foundation for education into clinical practice. Core Competencies Values/Ethics for Interprofessional Practice Roles/Responsibilities for Collaborative Practice Interprofessional Communication Practices Interprofessional Teamwork and Team-based Practice IPEC-Interprofessional Education Collaborative IOM-Institute of Medicine QSEN-Quality & Safety Education for Nurses Jefferson College of Health Science QI-”Work with Me” BSN Essential VI-Interprofessional Communication & Collaboration for Improving Patient Outcomes.

15. The Theoretical and Conceptual Framework Interprofessional Education Model Simulation in Education Models Medium to high fidelity Human patient simulators 3D Model of Debriefing (Zigmont, Kappus & Sudikoff, 2011) 1. Defusing 2. Discovering 3. Deepening SWAT Method -Strengths -Weakness -Opportunities -Threats

16. Interprofessional Planning Team Nursing PA Department Respiratory Therapy Fire Safety EMS Department Occupational Therapy Physical Therapy

17. Method and Design Mixed Method Study RQ: What are the effects of of an interdicipliniary simulation activity on team collaborating skills? A survey based on 10 questions was administered pre and post activity Quantitative part-Confidence rating scale 0 (low) to 10 (high) Qualitative-Open ended questions An IP team with a student from physician assistant (PA), nursing (RN), and respiratory therapy (RT) programs

18. PA RN RT Pre-Test Post-Test Pre-Test 7 7.5 8 8.5 9 9.5 Pre-Test Post-Test Data Analysis Pre- Test μ Post- Test μ PA8.38.8 RN7.99.3 RT8.19.3

19. Results and Discussions The confidence level increased significantly post simulation (p<0.05), overall, and within groups. The PA students - higher baseline of collaboration skills than the RN and RT students RN’s and RT’s showed greater amount of improvement of collaboration skills than the PA students (see Figure 1). Comments from PA students identified limited number of clinical practice hours to be a factor in the smaller degree of improvement. Normothetic content analysis: major theme - “beneficial” (F=40, I=high, D=(+).

21. Networking Lilly Conference Elsevier/Mosby’s Faculty Development Institute Virginia Tech Pedagogy Conference UNC Lynchburg College Future Plans Use of Team STEPPS tool Increase disciplines Increase fidelity level IP Capstone Grants

22. References American Association of College of Nursing. (2009, February 19). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. Baker, C., Pullings, P., McGraw, R., Dagone, J., Hopkins-Rosseel, D., & Medves, J. (2008). Simulation in interprofessional education for patient- centered collaborative care. Journal of Advanced Nursing, 64(4), 372-379. Durham, C. F. & Alden, K. R. (2008, March.). Chapter 51. Enhancing patient safety in nursing education through patient simulation. In Hughes, Patient safety and quality: An evidence-based handbook for nurses. AHRQ Publication No. 08-0043. Rockville, MD: Agency for Healthcare Research and Quality. Institute of Medicine Committee on Quality of Health Care in America. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press. National Council of State Board of Nursing. (2007, April 22). The role of simulation in nursing education: A regulatory perspective [Power Point Presentation]. Paper presented at AACN Hot Issues Conference. Denver, CO. Yaffee, R. A. (n.d.). Mixed analysis of variances models with SPSS. Information Technology Services/Academic Computing Services. Retrieved from www.nyu.edu/its/socsci/Docs/SPSSMixed.ppt

23. Acknowledgement The team would like to thank Dr. Karen Mann for permission to use her assessment tool, Self-Efficacy Measure of Interprofessional Practice Competencies for Students. The team would like to thank Dr. Tousman for the statistics consultation.

24. Contact Information If you have any additional questions or if you would like a site visit, please contact: Mrs. Susan Jones at gkjones@jchs.edu