Post-Graduation Follow-Up of Graduates of an Interprofessional Simulation Curriculum: Is IPE Important in Clinical Settings?

2.50
Hdl Handle:
http://hdl.handle.net/10755/621402
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Post-Graduation Follow-Up of Graduates of an Interprofessional Simulation Curriculum: Is IPE Important in Clinical Settings?
Other Titles:
Promoting Interprofessional Teams
Author(s):
Cannon, Sharon; Joseph, Saju; Mulig, Adrian R.
Lead Author STTI Affiliation:
Iota Mu
Author Details:
Sharon Cannon, EdD, RN, ANEF, Professional Experience: Dr. Cannon is a professor and regional dean for Texas Tech University HSC in Odessa. She has been an educator for more than 20 years in various settings, including ADN, BSN, graduate, and continuing education. She has presented at local, state, national, and international conferences with an emphasis on healthcare literacy, leadership, curriculum, instruction, and online education. She has authored multiple publications on topics ranging from healthcare literacy to politics in nursing. Author Summary: As an author and presenter for International and National Conferences, she brings expertise on a variety of subjects such as nursing education, evidence-based practice and evidence-based teaching.
Abstract:

nterprofessional Education (IPE) has become an integral part of education in all health sciences, however little data exists to determine if this model is helpful in clinical practice. Too often, there is a gap between education and practice. We present our post-graduate results for our IPE simulation curriculum for the Nursing, Medicine, and PA programs.

Patient care is always provided by multidisciplinary teams in the hospital; however education of students continues to be isolated and conducted in silos. Recently, interprofessional education has been utilized to maximize the learning environment, create interactive learning, and teach non-cognitive aspects of health care. Numerous models have been used to quantify the benefit of these curriculua, but follow up of graduates has been difficult due to many factors.

Transition to practice is often the most difficult for health care students. While clinical knowledge is easily assessed, employers spend a great deal of time developing a collaborative work environment, effective communication, and professional rapport. Our IPE curriculum was started to replicate these issues and encourage students to improve their communication and teamwork. To assess the effectiveness of our curriculum, we followed all students prospectively and assessed their development after they began their career using interviews and Likert surveys. We believe this is the only way to show validation for our curriculum. Since the goal of this program is to enhance teamwork, communication, and rapport amongst professionals, it is very difficult to quantify the effectiveness and as a result, we rely on subjective experiences of the graduates. Finally, since this program is integrated into other educational models and the student’s experience is cumulative, confounding is inherent in the data but minimized.

There were 17 of 28 graduates who responded and all 17 of them believed IPE was important for their career and thought it had improved their communication skills and teamwork. All respondents would suggest the curriculum to current students and 95% thought it should be mandatory. Finally, a number of graduates were asked about this curriculum by their employer during the interview process.

Obviously, the sample size is small but it had positive results. We believe that this data shows the effectiveness of our curriculum. As part of our institution’s emphasis on IPE, curriculum utilizing the simulation centers will become an integral part of the core IPE initiative. Finally, the fact that employers are asking about our curriculum at interviews may represent improved preparedness of the graduates compared to other students and may be an advantage in the job market. In addition, having professionals who interact in patient care can have a major impact on patient satisfaction and build a culture of teamwork in the practice setting.

Keywords:
interprofessional education; post graduation; simulation
Repository Posting Date:
5-Jun-2017
Date of Publication:
5-Jun-2017
Other Identifiers:
INRC17J14
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titlePost-Graduation Follow-Up of Graduates of an Interprofessional Simulation Curriculum: Is IPE Important in Clinical Settings?en_US
dc.title.alternativePromoting Interprofessional Teamsen
dc.contributor.authorCannon, Sharonen
dc.contributor.authorJoseph, Sajuen
dc.contributor.authorMulig, Adrian R.en
dc.contributor.departmentIota Muen
dc.author.detailsSharon Cannon, EdD, RN, ANEF, Professional Experience: Dr. Cannon is a professor and regional dean for Texas Tech University HSC in Odessa. She has been an educator for more than 20 years in various settings, including ADN, BSN, graduate, and continuing education. She has presented at local, state, national, and international conferences with an emphasis on healthcare literacy, leadership, curriculum, instruction, and online education. She has authored multiple publications on topics ranging from healthcare literacy to politics in nursing. Author Summary: As an author and presenter for International and National Conferences, she brings expertise on a variety of subjects such as nursing education, evidence-based practice and evidence-based teaching.en
dc.identifier.urihttp://hdl.handle.net/10755/621402-
dc.description.abstract<p>nterprofessional Education (IPE) has become an integral part of education in all health sciences, however little data exists to determine if this model is helpful in clinical practice. Too often, there is a gap between education and practice. We present our post-graduate results for our IPE simulation curriculum for the Nursing, Medicine, and PA programs.</p> <p>Patient care is always provided by multidisciplinary teams in the hospital; however education of students continues to be isolated and conducted in silos. Recently, interprofessional education has been utilized to maximize the learning environment, create interactive learning, and teach non-cognitive aspects of health care. Numerous models have been used to quantify the benefit of these curriculua, but follow up of graduates has been difficult due to many factors.</p> <p>Transition to practice is often the most difficult for health care students. While clinical knowledge is easily assessed, employers spend a great deal of time developing a collaborative work environment, effective communication, and professional rapport. Our IPE curriculum was started to replicate these issues and encourage students to improve their communication and teamwork. To assess the effectiveness of our curriculum, we followed all students prospectively and assessed their development after they began their career using interviews and Likert surveys. We believe this is the only way to show validation for our curriculum. Since the goal of this program is to enhance teamwork, communication, and rapport amongst professionals, it is very difficult to quantify the effectiveness and as a result, we rely on subjective experiences of the graduates. Finally, since this program is integrated into other educational models and the student’s experience is cumulative, confounding is inherent in the data but minimized.</p> <p>There were 17 of 28 graduates who responded and all 17 of them believed IPE was important for their career and thought it had improved their communication skills and teamwork. All respondents would suggest the curriculum to current students and 95% thought it should be mandatory. Finally, a number of graduates were asked about this curriculum by their employer during the interview process.</p> <p>Obviously, the sample size is small but it had positive results. We believe that this data shows the effectiveness of our curriculum. As part of our institution’s emphasis on IPE, curriculum utilizing the simulation centers will become an integral part of the core IPE initiative. Finally, the fact that employers are asking about our curriculum at interviews may represent improved preparedness of the graduates compared to other students and may be an advantage in the job market. In addition, having professionals who interact in patient care can have a major impact on patient satisfaction and build a culture of teamwork in the practice setting.</p>en
dc.subjectinterprofessional educationen
dc.subjectpost graduationen
dc.subjectsimulationen
dc.date.available2017-06-05T14:57:57Z-
dc.date.issued2017-06-05-
dc.date.accessioned2017-06-05T14:57:57Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.