Evolving ModelsSimulation as a Vehicle for Enhancing Collaborative Practice Models
Section snippets
Simulation definition, purposes, and uses
Simulation, in specific reference to health care, is an attempt to replicate essential aspects of a clinical scenario so that when a similar scenario occurs in a clinical setting, the situation can be managed readily and successfully.2 The educator decides if the simulation will focus on the process of teaching–learning and progress toward an outcome (formative) or on the attainment of the learning objectives (summative).
When simulations are used in a formative manner, as in a teaching–learning
Overview
In today's health care system, no profession or discipline can operate alone. Interdisciplinary collaboration is vital for creating a safe system of care. Health care providers need to understand that teamwork and communication reduce errors.4 Quality client outcomes rely on professional teamwork, and the level of collaboration that takes place can affect safety outcomes directly.5
Studies among professional health science students have shown a strong relationship between communication skills
Collaborative Learning with Simulations
Although communication skills may be learned by trial and error in a clinical setting, a formal approach to instruction has been shown to be more efficient and to enhance student confidence.8 Collaborative learning with simulations also has been found to increase a sense of collegiality and teamwork.23 One way to develop mutual respect, to enhance communication, and to improve relationships among disciplines is to involve the members of the various disciplines in a group-learning simulation
Example of a current collaborative practice model
The demands on health care professionals have become more complex because of advances in technology and increased patient acuity in the clinical agencies. Health care providers face increasingly complex patient-care situations; often decisions must be made rapidly in an atmosphere of conflicting or incomplete information. Given this situation, the need for members of the health care team to collaborate effectively is imperative.31 Such realities challenge nurse educators to develop teaching
Nursing implications of using a collaborative practice model in simulations
Physicians, nurses, and other health care professionals must be prepared to create and establish safer and more efficient practice environments. Faced with many challenges today in health care education, educators must explore innovative ways to teach medical, nursing, and other health care professional students the skills they will need in real-world clinical practice in a cost-effective, productive, and high-quality manner. Discoveries and developments in educational technology make a wide
Summary
Collaborative practice models that embrace simulation as a vehicle for improving patient care are timely and necessary. Interdisciplinary education is critical to delivering safe and holistic patient care.3 Simulations that enhance collaborative practice models facilitate knowledge and appreciation of the contributions each discipline brings to the patient care arena. Moreover, understanding the expertise and abilities of each health care provider improves the likelihood that patients will
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Cited by (22)
Results of a Nationwide Descriptive Survey on Simulation Center Operations
2021, Clinical Simulation in NursingCitation Excerpt :The previous studies elicited responses only from either nursing or medical education; therefore, no historical data exist as a comparator (Huang et al., 2012; Passiment, Sacks, & Huang, 2011). The high number of nursing respondents might be because of (a) the NLNSCD had complete contact information, (b) nursing has been an early adopter of simulation, (c) nursing schools’ stakeholder buy-in might be higher because of the NCSBN landmark study, and/or (d) as per Katz (2010) and Hayden (2014), a large number of nursing schools have adopted simulation (Aggarwal et al., 2010; Harden & Gleeson, 1979; Hayden et al., 2014; Jeffries, McNelis, & Wheeler, 2008; Katz et al., 2010; NLN, 2020). Our SCs' size supports previous findings, with 6,401 sq. ft for medical schools and 4,973 sq. ft for teaching hospitals (Huang et al., 2012; Passiment, Sacks, & Huang, 2011).
interprofessional education: A proposal from the University of Navarra
2020, Educacion MedicaIncorporating peer-to-peer facilitation with a mid-level fidelity student led simulation experience for undergraduate nurses
2016, Nurse Education in PracticePrebriefing in Nursing Simulation: A Concept Analysis
2015, Clinical Simulation in NursingCitation Excerpt :An understanding of a learner's level of knowledge and prior experiences is necessary if learning is to occur. Functional and operational information provided before a simulation are tailored to knowledge of a learner's readiness to learn with simulation as a tool (Jeffries et al., 2008). Second, as evident in this analysis, the presence of frameworks or specific prebriefing strategies may be important when asking students to perceive meaning of, and plan for, patient care (Cordeau, 2013; Hermanns et al., 2011; Koo et al., 2014; West et al., 2013).
A Hospital and University Partnership Model for Simulation Education
2012, Clinical Simulation in NursingCitation Excerpt :Clinical simulation is having a significant impact on health care education (Radhakrishnan, Roche, & Cunningham, 2007), engaging the learner through the re-creation of real clinical situations in a safe environment where learning is active, diverse, and collaborative. It is ideal for learning high-risk patient conditions, improving performance, and encouraging teamwork (Bradley, 2006; Jeffries et al., 2008; National League for Nursing, 2005; Radhakrishnan et al., 2007). Participants from novice to expert can practice and develop skills in this setting where mistakes can be learning opportunities that do not result in harm to patients.
NYU3T: Teaching, Technology, Teamwork. A Model for Interprofessional Education Scalability and Sustainability
2012, Nursing Clinics of North AmericaCitation Excerpt :Implementing this component requires that NYU3T staff orient course directors to the content in the VPs, assist with integration of the content into the courses, and send student completion reports. To further the students' experience of a continuum of care, a high-fidelity simulation activity guided by Jeffries' framework44,45 was developed. In the simulation exercise, both patients are admitted to an acute care setting.