Original ArticleUse of Interdisciplinary Simulation to Understand Perceptions of Team Members' Roles
Section snippets
Purpose and Aim
The purpose of this study was to examine the effectiveness of an interdisciplinary approach to learning in helping care providers understand their overlapping roles in the clinical management of asthma. Clinical simulations in the form of CDs were used for this purpose. The specific aim of this study was to analyze students' perception of the usefulness of an interdisciplinary approach to learning. Students in the health-care disciplines of nursing, medicine, respiratory therapy, and pharmacy
Theoretical Framework
Diffusion is defined as the process by which an innovation such as an interdisciplinary simulation is communicated through channels over time among various health-care professions (Rogers, 1995) (Figure 1). The diffusion theory contains the following four elements that are present in the diffusion of innovation process: (a) innovation, which is identified as an idea, practice, or object that is perceived as new by an individual; (b) communication channels or strategies used to communicate the
Methods
The cohort of participants represented students from the population of a large midwestern moderate-sized university that has four campuses. Although the campuses are geographically distinct, the students on all four campuses were exposed to students in all of the disciplines described in this study. An interpretative approach was selected for this research because of its emphasis on how a phenomenon is perceived and how meaning is constructed in situations. This approach assumes that multiple
Sample
After obtaining institutional review board approval, a convenience sample of health-care practitioner students from two rural campuses was selected to participate in this study. The group consisted of 26 participants, with 70% (n = 19) between the ages of 19 and 43 years. All participants were currently enrolled in classes in their discipline. Forty-six percent (n = 12) were enrolled in nursing, 23% (n = 6) in medicine, 4% (n = 1) in respiratory therapy training, and 27% (n = 7) in pharmacy.
Data Collection Procedures
Researchers in each campus distributed an invitation letter/flyer explaining the purpose, benefits, and risks of the study to potential participants. Potential participants were asked to call the researchers if they were interested in participating in the study. Once researchers were called, students were informed of the study and provided with information regarding the meeting place to participate in the focus group discussions. Informed consent was obtained by the researchers at the focus
Data Analysis
Data were obtained from the demographic questionnaires, transcribed tapes of the focus group discussion, and notes taken during the interviews. Accuracy of the transcribed data was validated by the research nurses who listened to the tapes while reviewing the transcribed report and comparing the transcription with notes taken during the interviews. The data were then entered into Enthnograph (1998) and researchers evaluated the data line by line so that words or clusters of words could be
Findings
Results from this study were categorized into four themes that were representative of the social systems piece of the diffusion of innovation framework of Rogers (1995). These themes included (a) homophily; (b) norms, values, and cultures; (c) professional orientation; and (d) hierarchy.
Interdisciplinary education allows professionals to see their similarities (homophily) yet know their differences so that multiple perspectives about the care of patients can be appreciated. One participant
Discussion
The use of an interdisciplinary approach can enrich students and health-care team members learning through exposure to a number of different perspectives (Gelmon, 1996). Students' involvement in an interdisciplinary approach to learning early in their program has been shown to have a more positive outcome on team functioning (Bassoff, 1983). Typically, team members work in a parallel nature, with the only route of direct interdisciplinary communication being through physicians (Clark, Spence, &
Implications/Conclusions
The results of this study indicate that education provided in a CD-ROM format and presented in an interdisciplinary venue may help students clarify their role and gain perspectives on other health-care team members' roles. Further investigation to determine differences in perception based on students' level of study in their professional discipline is warranted. The findings also suggest that there could also be some benefit to introducing interdisciplinary learning to promote shared
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