Interprofessional simulation in healthcare and competency development. Literature review
Main Article Content
Keywords
Simulation training, Communication, Teamwork, Health Occupations
Abstract
Introduction:
Interprofessional simulation (IPS) is an effective strategy to improve assertive communication and teamwork skills in health professionals in training in the surgical context.
Objective:
to describe the use and implementation of interprofessional simulation to strengthen competencies in assertive communication, teamwork, and role recognition in health sciences students, according to the scientific literature.
Methodology:
This is a descriptive and documentary study, based on a systematic review and focused on a search of relevant literature on the topic of study.
Results:
69 articles related to the objective of the research were identified, which mention that the SIP positively influences the development of assertive communication, teamwork, and role recognition competencies.
Discussion:
The SIP has shown to be an effective strategy to improve competencies in health sciences students, especially in surgical contexts. The SIP is an effective strategy that should be included as a teaching-learning strategy in undergraduate and postgraduate courses because it enhances patient safety, and emotional and psychological safety in the student.
Conclusion:
Using and implementing the SIP in the surgical context strengthens the competencies of assertive communication, teamwork, and role recognition of health professionals in training. This can lead to better coordination and collaboration among surgical team members, improving patient care and safety.
References
Andrea Dávila-Cervantes. (n.d.). Simulación en Educación Médica. Investigación En Educación Médica. DOI: 10.1016/S2007- 5057(14)72733-4
Arumpanayil, A. J., Winkelman, C., McConnell, K. K., Pelyak, M. R., Brandt, C. P., & Lipman, J. M. (2018). Attitudes Toward Communication and Collaboration After Participation in a Mock Page Program: A Pilot of an Interprofessional Approach to Surgical Residency Preparation. Journal of Surgical Education, 75(6), 1491–1497. https://doi. org/10.1016/J.JSURG.2018.04.023
Baker-Rush, M. L., Pabst, A., Aitchison, R., Anzur, T., & Paschal, N. (2021). Fear in Interprofessional Simulation: The role of psychology and behaviorism in student participation and learning. Journal of Interprofessional Education & Practice, 24, 100432. https://doi.org/10.1016/J. XJEP.2021.100432
Bambini, D., Emery, M., De Voest, M., Meny, L., & Shoemaker, M. (2016). Replicable Interprofessional Competency Outcomes from High-Volume, Inter-Institutional, Interprofessional Simulation. Pharmacy (Basel, Switzerland), 4(4), 34. https://doi.org/10.3390/ PHARMACY4040034
Bartlett, J. L., & Kinsey, J. D. (2020). Large-group, asynchronous, interprofessional simulation: Identifying roles and improving communication with student pharmacists and student nurses. Currents in Pharmacy Teaching & Learning, 12(6), 763–770. https://doi. org/10.1016/J.CPTL.2020.01.023
Becker, V., Jedlicska, N., Scheide, L., Nest, A., Kratzer, S., Hinzmann, D., WijnenMeijer, M., Berberat, P. O., & Haseneder, R. (2022). Changes in medical students´ and anesthesia technician trainees´ attitudes towards interprofessionality - experience from an interprofessional simulation-based course. BMC Medical Education, 22(1). https://doi. org/10.1186/S12909-022-03350-6
Bottenberg, M. M., DeWitt, J. E., Wall, G. C., Fornoff, A., Stelter, N., Soltis, D., & Eastman, D. K. (2013). Assessment of interprofessional perceptions and attitudes of health professional students in a simulation laboratory setting. Currents in Pharmacy Teaching and Learning, 5(3), 167–174. https://doi.org/10.1016/J. CPTL.2012.12.004
Brown, M. R., Fifolt, M., Lee, H., Nabavi, M., Kidd, E., Viles, A., Lee White, M., & McCormick, L. C. (2022). Disaster preparedness: An interprofessional student incident command system simulation. Journal of Interprofessional Education & Practice, 27, 100507. https://doi. org/10.1016/J.XJEP.2022.100507
Burgess, A., Kalman, E., Haq, I., Leaver, A., Roberts, C., & Bleasel, J. (2020). Interprofessional team-based learning (TBL): How do students engage? BMC Medical Education, 20(1), 1–11. https://doi.org/10.1186/ S12909-020-02024-5/FIGURES/3
Burns, E. S., Duff, M., Leggett, J., & Schmied, V. (2021). Emergency scenarios in maternity: An exploratory study of a midwifery and medical student simulation-based learning collaboration. Women and Birth, 34(6), 563–569. https://doi.org/10.1016/J.WOMBI.2020.10.005
Chambers, B. R., Mack, J., Sabus, C., Becker, D., Shaw, P., & Diederich, E. (2020). Interprofessional Procedure Training for Medicine and Nursing Students. MedEdPORTAL : The Journal of Teaching and Learning Resources, 16, 10884. https://doi.org/10.15766/MEP_2374- 8265.10884
Dickter, D. N., Tuason, I. C., Trudgeon, R., Stone, D., Orozco, G. S., & Aston, S. J. (2022). Collaboration readiness: Developing standards for interprofessional formative assessment. Journal of Professional Nursing, 42, 8–14. https:// doi.org/10.1016/J.PROFNURS.2022.05.008
Educational effectiveness of an interprofessional teamwork simulation exercise for nursing, pharmacy and medical students at the university of Hawaii - Record details - Embase. (n.d.). Retrieved July 9, 2024, from https://www.embase.com/ records?subaction=viewrecord&id=L71855904
Ferri, P., Rovesti, S., Magnani, D., Barbieri, A., Bargellini, A., Mongelli, F., Bonetti, L., Vestri, A., Fegatelli, D. A., & Di Lorenzo, R. (2018). The efficacy of interprofessional simulation in improving collaborative attitude between nursing students and residents in medicine. A study protocol for a randomised controlled trial. Acta Bio-Medica : Atenei Parmensis, 89(7-S), 32–40. https://doi.org/10.23750/ABM.V89I7-S.7875
George, K. L., & Quatrara, B. (2018). Interprofessional Simulations Promote Knowledge Retention and Enhance Perceptions of Teamwork Skills in a Surgical-Trauma-Burn Intensive Care Unit Setting. Dimensions of Critical Care Nursing : DCCN, 37(3), 144–155. https:// doi.org/10.1097/DCC.0000000000000301
Gowda, S., Elsabra, R., Lindero, E., & Mohan, A. (2021). Improving Interprofessional Teamwork in Plastic Surgery: A Novel Approach to Microsurgical Skills Training. Plastic Surgical Nursing : Official Journal of the American Society of Plastic and Reconstructive Surgical Nurses, 41(4), 203–207. https://doi.org/10.1097/ PSN.0000000000000399
Grado, E. L., & Enfermería, E. N. (n.d.). OPTIMIZACIÓN DE RECURSOS PARA EL EMPLEO DE LA SIMULACIÓN CLÍNICA DE ALTA FIDELIDAD COMO HERRAMIENTA DOCENTE EN AUTOR DEL TRABAJO: MARCOS DOMAICA MARDARAS DIRECTORA ACADÉMICA: DRA. Ma NELIA SOTO RUIZ (PROFESORA DEL DEPARTAMENTO DE CIENCIAS DE LA SALUD DE LA UNIVERSIDAD PÚBLICA DE NAVARRA).
Guay, J., Erdley, W. S., Raines, D., & Castner, J. (2016). Readiness for Interprofessional Learning After Participation in an Obstetric Simulation. Teaching and Learning in Nursing, 11(4), 194–198. https://doi. org/10.1016/J.TELN.2016.06.004
Gum, L., Greenhill, J., & Dix, K. (2010). Clinical simulation in maternity (CSiM): interprofessional learning through simulation team training. Quality & Safety in Health Care, 19(5). https://doi.org/10.1136/ QSHC.2008.030767
Hamilton, L. A., Borja-Hart, N., Choby, B. A., Spivey, C. A., & Shelton, C. M. (2022). Impact of a stroke interprofessional simulation on health professional students. Currents in Pharmacy Teaching and Learning, 14(8), 938–948. https:// doi.org/10.1016/J.CPTL.2022.07.007
Hegg, R. M., Ivan, K. F., Tone, J., & Morten, A. (2020). Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program. Nurse Education in Practice, 42, 102666. https://doi. org/10.1016/J.NEPR.2019.102666
Hsiao, P. Y., Clark, N., & Boothby, J. (2020). Developing an Interprofessional Simulation with Nursing, Nutrition, and SpeechLanguage Pathology Students. Teaching and Learning in Nursing, 15(2), 128–133. https://doi. org/10.1016/J.TELN.2020.01.004
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Liliana Alonso Mosquera, El Bosque University. Faculty of Medicine, Colombia
Surgical Instrumentation Student. El Bosque University. SINQUEB Nursery.
Darsi Jasbleydy Prieto Lozano, El Bosque University. Faculty of Medicine, Colombia
Surgical Instrumentation Student. El Bosque University. SINQUEB Nursery.
Angie Paola Pérez Rodríguez, El Bosque University. Faculty of Medicine, Colombia
Master's Degree in Education for Health Professionals. Specialist in University Teaching. Professional in Surgical Instrumentation. Lecturer, Universidad El Bosque. Research Group in Higher Education in Health, Los Cobos Medical Center. Bogotá, Colombia.
Wanderley Augusto Arias Ortiz, El Bosque University. Faculty of Medicine, Colombia
PhD in Public Health. Master's degree in Epidemiology. Specialist in Applied Statistics. Specialist in University Teaching. Professional in Surgical Instrumentation. Lecturer, El Bosque University. Research Group in Community Medicine and Collective Health. Bogotá, Colombia.