Original Publication
Open Access

Appreciation of Interprofessional Perspectives: A Standardized Patient Experience to Promote Communication Between Nursing and Medical Students

Published: February 21, 2013 | 10.15766/mep_2374-8265.9346

Included in this publication:

  • Appendicitis case MD door note.doc
  • Appendicitis case RN door note.doc
  • Appendicitis case SP script.doc
  • Demographic form.doc
  • Experiential survey.doc
  • Final Impression and Plan form.doc
  • Initial Impression and Plan form.doc
  • Instructors Guide.doc
  • Knee case MD door note.doc
  • Knee case RN door note.doc
  • Knee replacement case SP script.doc
  • Post-Session Attitudinal Survey.doc
  • Pre-Session Attitudinal Survey.doc
  • REVISION Debriefing questions.doc
  • SP checklist for appendicitis case.pdf
  • SP checklist for knee case.pdf
  • Student orientation instructions.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: Team-based training often does not occur until after completion of the undergraduate curriculum. Thus, trainees are often ill-equipped to manage team-based care when beginning the next phase of their education. In recognition of this gap in training, we developed this interprofessional simulation experience. Methods: This simulation experience consists of 90-minute sessions, held three times a year, in which pairs or teams of medical and nursing students complete two standardized patient cases and a debriefing session. During the standardized patient session, each team saw two patients: knee replacement and post-appendectomy. Following the encounters, standardized patients completed a checklist that recorded student performance and students completed an experiential survey and presession attitudinal survey. A 30-minute student debriefing session followed both exercises. Results: Our research found that nursing and medical students attitudes changed significantly in a majority of questions relating to teamwork, communication, scope of practice, and communication and collaboration in care plan development which may impact improved patient outcomes. Discussion: Because this was the first time our medical students and nursing students had interacted, the students’ informal conversations helped further our objectives.  Students were heard discussing their course of training, future specialty choices, and many other topics. Keeping the atmosphere light and positive (as opposed to the exam conditions often in effect in the standardized patient suite) helped to further these interactions.


Educational Objectives

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

  1. Promote interprofessional collaboration regarding patient care.
  2. Promote communication between members of the health care team.
  3. Demonstrate that two caregivers may have different sets of information about a patient, and that this can affect the treatment plan.
  4. Illustrate the roles and assessment styles of other health care providers.

Author Information

  • Amy Lawson: Washington University in St. Louis School of Medicine
  • Heather Hageman: Washington University School of Medicine
  • Beth Rotter: Barnes-Jewish Hospital
  • Gail Rea: Barnes-Jewish Hospital
  • John Kirby: Washington University School of Medicine
  • Angela McConachie: Barnes-Jewish Hospital
  • Robert Rothbaum: Washington University School of Medicine

Disclosures
None to report.

Funding/Support
None to report.



Citation

Lawson A, Hageman H, Rotter B, et al. Appreciation of interprofessional perspectives: a standardized patient experience to promote communication between nursing and medical students. MedEdPORTAL. 2013;9:9346. https://doi.org/10.15766/mep_2374-8265.9346