1. Transforming interprofessional Education through Simulation: Going the Extra Mile
Margaret McLaughlin, PhD, RN
Anita Simmons, MSN, RN
Betsy Cambridge, BSN, RN
Cindy Fenske, DNP, RN, CNE
Concordia University Ann Arbor School of Nursing

2. Evolution of non-traditional IPE simulation at CUAA
Enhance learning and teaching by working as teams
Engage our students in experiences that require the use of effective personal and patient safety strategies
Evolution of non-traditional IPE simulation at CUAA

3. Background Simulation provides a safe, non-threatening environment
improves confidence, competence, decision- making ability, and clinical judgment
Background

4. Typical interprofessional education (IPE) simulation partners
RN, MD, RT, SW, NP, PA, Pharmacy
effective for the development of collaborative, highly functioning health care teams
Typical IPE simulation partners are not available at CUAA
Criminal Justice/Justice and Public Policy (JPP)
integral to collaborative, highly functioning health care teams so we developed a unique simulation partnership with JPP
Background

5. Nurses and patient care assistants experience the highest rates of workplace violence.
Experiential learning helps to prepare students for the challenge of applying safety principles into real-life situations.
The JPP program focuses on implementing safety measures in potentially violent and chaotic situations.
Purpose

6. 27 nursing students and 35 JPP students participated in the simulations.
Simulations included unfolding events that drew on skills specific for each major (Nursing and JPP), while integrating components of patient-centered care.
Issues of elder abuse, domestic violence, veterans with PTSD, and patients with traumatic brain injuries were among the topics explored in the simulations.
Methods

7. results Student feedback indicated that this experience:
iincreased their awareness of safety concerns
improved inter-disciplinary dialog skills
heightened appreciation for other perspectives
helped them to recognize the unique attributes that members with different professional orientations bring to a team.
results

8. results Faculty feedback indicated that this experience:
provided opportunities for nursing and justice and public policy (JPP) students to learn from and about each other’s disciplines
allowed students to practice care from a safety perspective
reinforced the value of collaborating with non-traditional health care team members
gave students an opportunity to apply situational awareness skills
results

9. Implications Future IPE simulations with non-traditional partners:
Pre-seminary students and nursing students collaborating to improve quality of life for hospice patients.
Child life students and nursing students collaborating to care for hospitalized children.
Social work students and nursing students collaborating on discharge planning and community resources.
Education students and nursing students collaborating on medical issues in a school setting.
Psychology students and nursing students collaborating to care for patients with mental health issues.
Implications