An Interprofessional Education Simulation Workshop: Health Professions Learning Palliative Care Communication

• Published in: The Journal of nursing education 2018-08, Vol.57 (8), p.493-497
• Main Authors: Bradway, Christine, Cotter, Valerie T, Darrah, Neha J, Gibbs, Varleisha D, Hadley, Diane, Kim, Eun Hae, LaMarra, Denise, Packel, Lora, Westcott, Amy M
• Format: Article
• Language: English
• Subjects: Adult; Adult Learning; Aging (Individuals); Aspiration; Behavior Change; Behavior Modification; Coding; Collaboration; Colleges & universities; Communication; Communication Skills; Data Analysis; Education, Graduate; Education, Nursing, Graduate; Feedback (Response); Female; Health Needs; Health Occupations; Hospice and Palliative Care Nursing - education; Humans; Interdisciplinary Placement; Interprofessional education; Interprofessional Relations; Learning; Likert Scales; Male; Medical Students; Meetings; Nonverbal Ability; Nursing; Nursing education; Nursing Education Research; Nursing Evaluation Research; Nursing Methodology Research; Nursing Students; Occupational Therapy; Older Adults; Palliative Care; Patient Care Team - organization & administration; Patients; Pharmacy; Pilot Projects; Professional Identity; Resistance (Psychology); Self Efficacy; Simulation; Simulation Training - methods; Students; Students, Health Occupations - psychology; Students, Health Occupations - statistics & numerical data; Students, Nursing - psychology; Students, Nursing - statistics & numerical data; Teaching Methods; Workshops; Young Adult
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20180720-08

Patients with life-limiting illnesses need health professionals who can communicate with each other, as well as with patients and family members. Nursing faculty teach these skills in a variety of formats and, increasingly, via simulation experiences. This pilot study aimed to compare a group of interprofessional health professions students' (N = 73) self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness. Postworkshop, students rated themselves as significantly more confident in interprofessional and palliative care communication (p ⩽ .001) than preworkshop, identified important areas of behavior change and professional identity, and provided faculty with ideas for future simulation workshops. Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes. [J Nurs Educ. 2018;57(8):493-497.].