Introduction: The Interprofessional Teamwork Training in Neonatal Resuscitation course includes a mix of didactic and simulation-based learning activities. The didactic teamwork and communication portion includes the TeamSTEPPS Fundamentals Course curriculum, which focuses on five core competencies of teamwork that include: team structure, leadership, situational monitoring, mutual support, and communication. Methods: The simulation-based training exercises utilize an event-based approach and was designed to facilitate learning of the TeamSTEPPS concepts by allowing students to apply the concepts in a realistic scenario. The simulations involve a neonatal resuscitation which include scripted performance errors. The entire course can be conducted in 4-6 hours. Methods: We have performed a pilot study of the course at our institution with very positive results. Forty-two participants completed the course, including 29 nurses, 10 physicians, and three respiratory therapists. Attitudes towards teamwork improved significantly from the pretest to the posttest (p < .001). Participant teamwork knowledge scores on the LB also improved significantly (pretest 86.8% ± SD = 7.5 vs. posttest 92.6% ± SD = 6.3; p < .001). Teamwork skills during the simulated neonatal resuscitations improved significantly. Improvements were seen in team structure (pretest 2.5 ± SD = 1.3 vs. posttest 4.2 ± SD = 0.9; p < .001), leadership (pretest 2.6 ± SD = 1.3 vs. posttest 4.4 ± SD = 0.8; p < .001), situation monitoring (pretest 2.5 ± SD = 1.1 vs. posttest 4.3 ± SD = 0.7; p < .001), mutual support (pretest 2.9 ± SD = 1.4 vs. posttest 4.3 ± SD = 0.9; p < .001) and communication (pretest 3.0 ± SD = 1.1 vs. posttest 4.4 ± SD = 0.9; p < .001). Challenges by the nurses to the incorrect dose of epinephrine double from 38.4% before the training to 76.9% after the training (p = .063). Before the training, fellow’s ordering an incorrect dose were challenged 55% of the time but no attending neonatologists were challenged (OR = 11). After the training, fellows were challenged 77% of the time and attendings were challenged 75% of the time (OR = 1.1). Inadequate compressions were corrected by the resuscitation leader 61.5% of the time before the training and 84.6% of the time after the training (p = .248). Discussion: We feel this half-day interprofessional teamwork course offers a valuable training experience to providers involved in neonatal resuscitation. The basic teamwork concepts taught during the course are universally applicable throughout medicine, and the simulation-based activities could easily be modified to include pediatric and adult resuscitations.
By the end of this module, learners will be able to:
- Demonstrate improvements in teamwork knowledge, as measured by increased scores on the TeamSTEPPS Learning Benchmarks exam.
- Demonstrate changes in attitudes towards teamwork, as measured by changes in scores on the TeamSTEPPS Teamwork Attitudes Questionnaire.
- Demonstrate improvements in teamwork skills during simulated neonatal resuscitations, as measured by team scores on the TeamSTEPPS Team Performance Observation Tool.
- Apply what they have learned during the course to real life neonatal resuscitations.
None to report.
This research was funded in part by the Josiah Macy Jr. Foundation in fulfillment of the AAMC/IPEC interprofessional education initiative.
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