Original Publication
Open Access

A Large-Scale Interprofessional Simulation Experience, Module 2: What Happens in Vegas Does Not Stay in Vegas

Published: January 21, 2016 | 10.15766/mep_2374-8265.10331

Included in this publication:

  • Facilitator Checklist.docx
  • Facilitator Evaluation.docx
  • Facilitator Guide.docx
  • Facilitator Invitation.docx
  • Faculty JIT Orientation.pptx
  • Interprofessional Simulation Experience Instructor's Guide.docx
  • Master Schedule Template.docx
  • RRS Activation.mp4
  • RRS in Action.mp4
  • Response Assessment Stabilization.mp4
  • SP Clinic Presenting Instructions.docx
  • SP Clinic Satisfaction Survey.docx
  • SP ED Presenting Instructions.docx
  • SP ED Satisfaction Survey.docx
  • SP Training Materials.docx
  • SP Vital Signs Video.wmv
  • Scenario Guide.docx
  • Student Clinic Orientation.pptx
  • Student Debrief Medicine.pptx
  • Student Debrief Pharmacy.pptx
  • Student ED Orientation.pptx
  • Student Evaluation.docx
  • Student Invitation.docx
  • Student SBAR Handout.pdf
  • Teamwork Handout.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Introduction: Interprofessional education (IPE) occurs when students of at least two or more professions learn about, from, and with each profession enhancing the delivery of patient care. The Framework for Action on Interprofessional Education and Collaborative Practice published by the World Health Organization calls for schools of health sciences to train students who are ready to enter the workforce as a member of an interprofessional (IP) team. This IP exercise engaged students in teams composed of three health care professions to provide care to a patient transitioning from the ambulatory to the acute care setting. Methods: The case of “What Happens in Vegas Does Not Stay in Vegas” involves a common critical medical condition with a common critical medical condition, for which an IP team of students had to: (1) triage in a timely manner, (2) identify the need for transition of care, and (3) effectively communicate during hand-off from an ambulatory to an acute care settings. The level of learners included second-year medical students, third-year pharmacy students, and first- and second-year graduate prelicensure nursing students. Faculty facilitators from participating programs observed the student teams and led debriefing sessions. The scenario from orientation to debriefing took approximately 4 hours. Results: In May 2013, we implemented the IPE experience for 285 students and 88 facilitators over 2 half-days. The following year, 293 students and 100 facilitators took part in the experience. In 2015, 294 students and 93 facilitators took part in this exercise. Achievement of the learning objectives was evaluated through student and faculty surveys, which showed overall positive responses (Response rate, 25%; N = 73). Students agreed or strongly agreed that the case: developed their clinical reasoning skills (88%) and their clinical decision-making abilities (77%); allowed them to demonstrate their clinical decision-reasoning skills (71%), reflect on clinical abilities (96%), apply team-based communication training (71%), recognize clinical strengths and weaknesses (88%), and reflect on and discuss performance (95%); and, enabled learning through feedback (81%). Overall, 92% of students felt that the IPE experience was valuable. Discussion: The IPE experience resulted in substantial changes in the curriculum for the pharmacy and medical schools. After the first year, the medical students requested additional content knowledge on handoff of critically ill patients. The medical faculty responded by providing additional education on SBAR within the curriculum. The pharmacy faculty added 10 hours of practical training in the preparation of sterile products and five SP simulations to the curriculum. Although this experience was done on a large scale, it can be adjusted for any number of students.


Educational Objectives

By the end of this session, the interprofessional team will be able to:

  1. Select group leaders for both ambulatory/clinic and hospital-based/emergency department patient care teams.
  2. Meet in health care team briefs or huddles to determine roles, responsibilities, and patient-centered treatment options.
  3. Communicate any concerns related to the safety of the patient.
  4. Recognize emergent situations and recommend higher levels of care.
  5. Communicate handoff information using a standardized tool (SBAR).
  6. Summarize what went well and what can be improved through a facilitated team debriefing.

By the end of this session, medical students will be able to:

  1. Obtain a focused history from the patient.
  2. Perform a focused physical examination.
  3. Diagnose acute decompensated heart failure.
  4. Explain the differential diagnosis and treatment plan to the patient.

By the end of this session, nursing students will be able to:

  1. Obtain a focused history from the patient.
  2. Perform a focused physical examination.
  3. Implement appropriate interventions using nursing diagnoses.
  4. Communicate necessary interventions to the patient.

By the end of this session, pharmacy students will be able to:

  1. Obtain patient information and diagnostic results relevant to the appropriate selection, dosing, and monitoring of medications.
  2. Select the appropriate medications for the patient.
  3. Prepare a sterile product in a timely manner.
  4. Provide patient counseling about medications.

Author Information

  • Jennifer Namba, PharmD: University of California, San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences
  • Karen Macauley, PhD, DNP, MSN: University of San Diego, Hahn School of Nursing and Health Science
  • Amy Zheng, MD: University of California, San Diego School of Medicine
  • Susie Hutchins, DNP, MSN: University of San Diego, Hahn School of Nursing and Health Science
  • Kathleen Sweeney, DNP: University of San Diego, Hahn School of Nursing and Health Science
  • Peggy Wallace, PhD: University of California, San Diego School of Medicine
  • Karen Garman, EdD: HELP, Inc.
  • Linda Awdishu, PharmD: University of California, San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences

Disclosures
None to report.

Funding/Support
​​​​​​​
Dr. Awdishu was supported by NIH/NCCAM R25 award “Changing the Culture of Medical Education Through Reflection and Feedback.


References

  1. Barr H. Working together to learn together: learning together to work together. J Interprof Care. 2000;14(2):177-179. http://dx.doi.org/10.1080/jic.14.2.177.179
  2. Bonnell S, Macauley K, Nolan S. Management and handoff of a deteriorating patient from primary to acute care settings: a nursing academic and acute care collaborative case scenario. Simul Healthc. 2013;8(3):180-182. http://dx.doi.org/10.1097/SIH.0b013e3182859fc6
  3. Haig KM, Sutton S, Whittington J. SBAR: a shared mental model for improving communication between clinicians. Jt Comm J Qual Patient Saf. 2006;32(3):167-175.
  4. Health Professions Network Nursing and Midwifery Office, Department of Human Resources for Health. Framework for Action on Interprofessional Education & Collaborative Practice. Geneva, Switzerland: World Health Organization; 2010.
  5. Institute of Medicine. Interprofessional Education for Collaboration: Learning How to Improve Health From Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: National Academies Press; 2013.
  6. Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: Interprofessional Education Collaborative; 2011.
  7. Liston BW, Fischer MA, Way DP, Torre D, Papp KK. Interprofessional education in the internal medicine clerkship: results from a national survey. Acad Med. 2011;86(7):872-876. http://dx.doi.org/10.1097/ACM.0b013e31821d699b
  8. Zheng A, Macauley K, Namba J, et al. A large scale interprofessional simulation experience for medical, nursing, and pharmacy students. MedEdPORTAL. 2015;11:10018. http://dx.doi.org/10.15766/mep_2374-8265.10018


Citation

Namba J, Macauley K, Zheng A, et al. A large-scale interprofessional simulation experience, module 2: what happens in Vegas does not stay in Vegas. MedEdPORTAL. 2016;12:10331. https://doi.org/10.15766/mep_2374-8265.10331