The Science Journal of the American Association for Respiratory Care

2010 OPEN FORUM Abstracts


Georgianna Sergakis1, Amber Pollard1, Melissa Klug1, Tulsi Shah1, Quinn Stechschulte1, Myungsun Lipthratt1, Barbara Mays2; 1Respiratory Therapy, School of Allied Medical Professions, The Ohio State University, Columbus, OH; 2College of Nursing, The Ohio State University, Columbus, OH

Background: Healthcare professionals are required to work together as a team to care for patients. However, traditional pre-professional training methods for nursing and respiratory therapy do not usually involve opportunities for interdisciplinary education. The research literature supports that learning via high fidelity clinical simulation translates to the clinical environment. The purpose of this study was to implement interprofessional education in a simulated, multifaceted patient scenario and describe the interactions between the pre-professional students, as well as to examine their attitudes, beliefs, and understanding of the other professional studentsÂ’ role. Method: As part of pre-professional baccalaureate coursework, a group of 20 senior respiratory therapy students and 86 senior nursing students were assigned to small interdisciplinary teams. Teams collaborated in the high fidelity management of a patient in respiratory distress, requiring intubation and mechanical ventilation. A pre- and post-simulation survey using a 5-point Likert scale was utilized to assess participantÂ’s confidence, attitudes toward teamwork, understanding of roles, and beliefs regarding interprofessional communication and teamwork. Interactions were videotaped and qualitative data collected as participants were debriefed about their experiences and reflected on the performance of the team. Video observation, qualitative analysis, descriptive statistics and paired t-tests were utilized to analyze data with significance set at p<0.05. Results: 62 completed surveys were returned. Based on results of paired t-tests, there was a statistically significant change from pre to post simulation for items within each of the constructs examined (see table): interdisciplinary education, understanding roles, and teamwork/communication. Video observation yielded fairly similar communication patterns for the simulation. Qualitative data supported the need for improved communication and teamwork and reinforced the collaboration as a positive learning experience. Conclusion: Interprofessional patient care in the safe, yet realistic environment of a high-fidelity clinical simulation is a positive way to introduce teamwork and strengthen communication skills during pre-professional training. Additional research is needed to assess the benefits of these collaborative efforts and the translation to collaboration in the patient care setting. Sponsored Research - None