TY - JOUR
T1 - An interprofessional education simulation workshop
T2 - Health professions learning palliative care communication
AU - Bradway, Christine
AU - Cotter, Valerie T.
AU - Darrah, Neha J.
AU - Gibbs, Varleisha D.
AU - Hadley, Diane
AU - Kim, Eun Hae
AU - Lamarra, Denise
AU - Packel, Lora
AU - Westcott, Amy M.
N1 - Funding Information:
This publication was made possible by Grant Number UB4HP19214 from the Health Resources and Services Administration (HRSA), an operating division of the U.S. Department of Health and Human Services. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the HRSA or the U.S. Department of Health and Human Services.
Publisher Copyright:
© SLACK Incorporated.
PY - 2018/8
Y1 - 2018/8
N2 - Background: Patients with life-limiting illnesses need health professionals who can communicate with each other, as well as with patients and family members. Nursing faculty teach these skills in a variety of formats and, increasingly, via simulation experiences. Method: This pilot study aimed to compare a group of interprofessional health professions students’ (N = 73) self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness. Results: Postworkshop, students rated themselves as significantly more confident in interprofessional and palliative care communication (p < .001) than preworkshop, identified important areas of behavior change and professional identity, and provided faculty with ideas for future simulation workshops. Conclusion: Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes.
AB - Background: Patients with life-limiting illnesses need health professionals who can communicate with each other, as well as with patients and family members. Nursing faculty teach these skills in a variety of formats and, increasingly, via simulation experiences. Method: This pilot study aimed to compare a group of interprofessional health professions students’ (N = 73) self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness. Results: Postworkshop, students rated themselves as significantly more confident in interprofessional and palliative care communication (p < .001) than preworkshop, identified important areas of behavior change and professional identity, and provided faculty with ideas for future simulation workshops. Conclusion: Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes.
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U2 - 10.3928/01484834-20180720-08
DO - 10.3928/01484834-20180720-08
M3 - Article
C2 - 30070675
AN - SCOPUS:85056793478
SN - 0148-4834
VL - 57
SP - 493
EP - 497
JO - Journal of Nursing Education
JF - Journal of Nursing Education
IS - 8
ER -