Effectiveness of teamwork and communication education using an interprofessional high- fidelity human patient simulation critical care code

Deborah D Garbee, John T. Paige, Laura S. Bonanno, Vadym V. Rusnak, Kendra M. Barrier, Lyubov S. Kozmenko, Quingzhao Yu, Jean E. Cefalu, T. Kirk Nelson

Abstract


Background: Effective teamwork and communication among healthcare professionals are essential to ensure quality patient care and safety. The use of high-fidelity human patient simulation scenarios enhances learning and has been used in various health professions education. The purpose of this study was to evaluate the efficacy and retention of teaching team-based competencies to interprofessional student teams using high-fidelity simulation.

Methods: Quasi-experimental, pre/post-test design was used. The study was a teaching intervention using high-fidelity human patient simulation with crisis resource management techniques to teach team based competencies. A convenience sample of students from medicine, nurse anesthesia, undergraduate nursing, and physical therapy participated. There were pre/post data collected for fall and spring simulations from both participants and observers. Key variables were the various teamwork competencies. Participants and trained observers rated teamwork behaviors, each using two measures. Mean scores on participant and observer rated tools were compared using paired samples t-tests.

Results: A total of 35 students underwent training in the fall of 2009 and 25 of the students returned in the spring of 2010 for repeat training. Participant paired samples t-tests showed a significant increase from simulation scenario one to two (p < .05) in both the fall and spring. Observer data showed significant improvements in mean scores on one measure.

Conclusions: High-fidelity simulation appears to improve both perceived and actual team-based competencies with retention over time. Findings support the benefit to students of repeat training in a six month period and provide some validation for faculty time and effort in repeated simulations.

Full Text: PDF DOI: 10.5430/jnep.v3n3p1

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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