The Science Journal of the American Association for Respiratory Care

2011 OPEN FORUM Abstracts


George Steer1, Susan Jones2, Milena Staykova2, Patricia Airey3, Chase Poulsen1; 1Community Health Sciences Respiratory Therapy, Jefferson College of Health Sciences, Roanoke, VA; 2Nursing, Jefferson College of Health Sciences, Roanoke, VA; 3Community Health Sciences Physician Assistant, Jefferson College of Health Sciences, Roanoke, VAG

Background: Interprofessional (IP) collaboration is essential to quality health care delivery. An obstacle to collaboration is traditional educational methods which isolate students in their curricula.1,2 Objective: Assess the effectiveness of an IP activity on the student's IP competencies. Methods: A mass casualty simulation exercise was presented to an IP team consisting of a physician assistant (PA), nursing (RN) and respiratory therapy (RT) student. Prior to and following the exercise, students completed a self-measure of confidence, (0 - 10), on 14 IP collaboration skills using a validated questionnaire.3 Statistics: 3 x 2 mixed design ANOVA, between-subject variable was groups, within-subject variable was time, (pre vs. post activity). Results: Table 1 displays overall and each groups'mean confidence levels pre & post simulation. F test results indicate an overall significant effect of time F(1,39)=514, p< 0.001. There was a significant effect within the groups F(2,39)=3.58, p=0.037 and time of testing by group interaction, F (2,39)=31, p < 0.001, revealed significant improvement. Discussion: The students'confidence level increased significantly post simulation, as a whole, within groups, and due to group interaction; peer coaching may have been a contributing factor for the latter improvement. These results indicate that the integration of an IP clinical simulation practice activity promotes the students'confidence in their ability to provide collaborative care. This may be due to two factors; 1)The student has the ability to contribute and is hesitant to do so but, when in a low risk environment is more confident or, 2)Peer coaching and hands on collaboration helps the student develop their IP competencies. The analysis of this activity suggests that this type of simulation may be useful in the preparation of a health care student to meet the requirements of a collaborative work place environment. 1. Hall, P. Interprofessional teamwork: Professional cultures as barriers. J Interprof Care. 2005 May;Supp1:188-96. 2. Hammick M, et. al. A best evidence systematic review of interprofessional education. BEME Guide no.9. 2007;29:735-51. 3. Mann K, Self-Efficacy Measure of Interprofessional Practice Competencies for Students. In: "Seamless Care" Interprofessional Education Study.
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Table 1. Means of confidence levels of interprofessional practice competencies pre & post simulation activity for each group of team members and all participants combined
PA, physician assitant; RN, nursing; RT, respiratory therapy; n, number of participants.