Can a simulated hospital interprofessional experience between allied health and nursing students change self-efficacy beliefs?

Alicia Lohmann; Stacy Flynn; Rebecca Aulbach; Wayne Brewer

doi:10.1921/jpts.v20i1.2154

Authors

Alicia Lohmann Texas Woman's University, Associate Clinical Professor https://orcid.org/0009-0003-6148-0861
Stacy Flynn Texas Woman's University, Assistant Professor
Rebecca Aulbach Texas Woman's University, College of Nursing, Assistant Professor https://orcid.org/0009-0001-6690-6417
Wayne Brewer Texas Woman's University, Professor https://orcid.org/0000-0002-4841-5454

DOI:

https://doi.org/10.1921/jpts.v20i1.2154

Keywords:

Interprofessional education, hospital simulation, self-efficacy, allied health, nursing

Abstract

The purpose of this study was to determine if participation in a hospital simulation experience could change the students’ self-efficacy to engage in interprofessional behaviors. This single-group pre-test and post-test design study utilized students from: Occupational Therapy, Physical Therapy, and Nursing programs. The student assumed their roles as health-care practitioners collaboratively in a simulated hospital IPE session (SHIPES) while they managed patients admitted to the hospital played by live actors. The student participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) questionnaire that consists of a total score and two subscales scores (Interprofessional interaction and Interprofessional team evaluation and feedback) before and after the SHIPES. Results: significant (p<0.001) increase in the total and two subscales scores indicating an increased student self-efficacy to engage in interprofessional learning after participation in the SHIPES. Increased self-efficacy is a positive indicator of future behavior and could facilitate more interprofessional collaboration in clinical settings.

Author Biographies

Alicia Lohmann, Texas Woman's University, Associate Clinical Professor

Alicia Lohmann is an occupational therapist with 30 years of experience. Experience includes 10 years in academia and currently serves as the Academic Fieldwork Coordinator.

Stacy Flynn, Texas Woman's University, Assistant Professor

An Assistant Professor at Texas Woman's University where she is the Director of Clinical Education.

Rebecca Aulbach, Texas Woman's University, College of Nursing, Assistant Professor

Rebecca Aulbach is assistant professor at Texas Woman’s University College of Nursing. IPE involvement is with TMC-IPEC, Texas IPEC and within TWU.

Wayne Brewer, Texas Woman's University, Professor

Wayne Brewer teaches and conducts research for entry-level and post-professional doctoral physical therapy students. Professor Brewer is involved in service activities at the departmental, college, and university.

References

Ayers, C. J., Binder, B. K., Lyon, K. C., Montgomery, D., Koci, A., & Foster, W. A. (2014). The simulated hospital environment: A qualitative study applying space industry techniques. (1532-8481 (Electronic) ).

Baker, C., Pulling C Fau - McGraw, R., McGraw R Fau - Dagnone, J. D., Dagnone Jd Fau - Hopkins-Rosseel, D., Hopkins-Rosseel D Fau - Medves, J., & Medves, J. (2008). Simulation in interprofessional education for patient-centered collaborative care. (1365-2648 (Electronic) ).

Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice-Hall.

Bethea, D. P., Smith, N., Allison, L. K., Bell, C. S., Collins, M. E., Migliarese, S. J., & Darby, R. (2019). Live Standardized Patient Scenario Improves Attitudes Toward and Readiness for Interprofessional Education in Occupational Therapy and Physical Therapy Students. Journal of allied health, 48, 2, 81-87.

Cunningham, S., Foote, L., Sowder, M., & Cunningham, C. (2018). Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment. Journal of interprofessional care, 32, 3, 395-398. https://doi.org/10.1080/13561820.2017.1411340

Eddy, K., Jordan, Z., & Stephenson, M. (2016). Health professionals’ experience of teamwork education in acute hospital settings: a systematic review of qualitative literature. JBI database of systematic reviews and implementation reports, 14, 4, 96-137. https://doi.org/10.11124/JBISRIR-2016-1843

Gallagher, M. W. (2012). Self-Efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of Human Behavior (Second Edition) (pp. 314-320). Academic Press. https://doi.org/https://doi.org/10.1016/B978-0-12-375000-6.00312-8

Goolsarran, N., Hamo, C. E., Lane, S., Frawley, S., & Lu, W. H. (2018). Effectiveness of an interprofessional patient safety team-based learning simulation experience on healthcare professional trainees. BMC Med Educ, 18, 1, 192. https://doi.org/10.1186/s12909-018-1301-4

Higham, H., & Baxendale, B. (2017). To err is human: use of simulation to enhance training and patient safety in anesthesia. Br J Anaesth, 119(suppl_1), i106-i114. https://doi.org/10.1093/bja/aex302

Labrague, L. J., Al Sabei, S., Al Rawajfah, O., AbuAlRub, R., & Burney, I. (2022). Interprofessional collaboration as a mediator in the relationship between nurse work environment, patient safety outcomes and job satisfaction among nurses. J Nurs Manag, 30(, 1, 268-278. https://doi.org/10.1111/jonm.13491

Mann, K., McFetridge-Durdle, J., Breau, L., Clovis, J., Martin-Misener, R., Matheson, T., Beanlands, H., and Sarria, M. (2012). Development of a scale to measure health professions students’ self-efficacy beliefs in interprofessional learning. Journal of interprofessional care, 26(2), 92-99. https://doi.org/10.3109/13561820.2011.640759

Moyers, P. A., & Metzler, C. A. (2014). Interprofessional collaborative practice in care coordination. The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association, 68, 3, 500-505. https://doi.org/10.5014/ajot.2014.685002

Nichols, A., Wiley, S., Morrell, B. L., Jochum, J. E., Moore, E. S., Carmack, J. N., Hetzler, K.E., Toon, J., Hess, J.L., Meer, M., and Moore, S. M. (2019). Interprofessional Healthcare Students’ Perceptions of a Simulation-Based Learning Experience. Journal of allied health, 48, 3, 159-166.

Palaganas JC, Epps C, Raemer DB. (2014). A history of simulation-enhanced interprofessional education. Journal of Interprofessional Care; 28, 2, 110-115. doi: 10.3109/13561820.2013.869198. Epub 2013 Dec 30. PMID: 24372044

Rider, A., & Schertzer, K. (2023). Quality Improvement in Medical Simulation. In StatPearls. StatPearls Publishing LLC.

Rodziewicz, T. L., Houseman, B., & Hipskind, J. E. (2023). Medical Error Reduction and Prevention. In StatPearls. StatPearls Publishing LLC.

Stehlik, P., Frotjold, A., & Schneider, C. R. (2018). Effect of hospital simulation tutorials on nursing and pharmacy student perception of interprofessional collaboration: Findings from a pilot study. Journal of Interprofessional Care, 32, 1, 115-117. https://doi.org/10.1080/13561820.2017.1366897

Sirota R. L. (2000). The Institute of Medicine’s report on medical error. Implications for pathology. Archives of pathology & laboratory medicine, 124, 11, 1674–1678. https://doi.org/10.5858/2000-124-1674-TIOMSR

Thomas, E. M., Rybski, M. F., Apke, T. L., Kegelmeyer, D. A., & Kloos, A. D. (2017). An acute interprofessional simulation experience for occupational and physical therapy students: Key findings from a survey study. Journal of Interprofessional Care, 31, 3, 317-324. https://doi.org/10.1080/13561820.2017.1280006

Topcu, I., Turkmen, A. S., Sahiner, N. C., Savaser, S., & Sen, H. (2017). Physicians’ and nurses’ medical errors associated with communication failures. JPMA.The Journal of the Pakistan Medical Association, 67, 4, 600-604.

Vari, P. M., Lash, J., Brown, S. S., Porter, A. G., Trinkle, D., Garber, J. S., Kennedy, W., and Vari, R. C. (2013). Collaborative Practice Education: The Effect of an Interprofessional Teamwork Course on Students’ Knowledge and Skills. Medical Science Educator, 23, 3, 494-501. https://doi.org/10.1007/BF03341672

Wallace, E., Uijen, M. J., Clyne, B., Zarabzadeh, A., Keogh, C., Galvin, R., Smith, S. and Fahey, T. (2016). Impact analysis studies of clinical prediction rules relevant to primary care: a systematic review. BMJ open, 6, 3, e009957-009957. https://doi.org/10.1136/bmjopen-2015-009957

Wang, M., Bilan, V. P., McCullough, M., Banda, B., Merchant, N. B., & Rodwin, B. A. (2022). Room of Hazards: An Interprofessional Evaluation of Safety Risks in a Simulated Patient Room. J Patient Saf, 18, 1, e329-e337. https://doi.org/10.1097/PTS.0000000000000774

Wong, A. H.-W., Gang, M., Szyld, D., & Mahoney, H. (2016). Making an ‘Attitude Adjustment’: Using a Simulation-Enhanced Interprofessional Education Strategy to Improve Attitudes Toward Teamwork and Communication. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 11(2), 117-125. https://doi.org/10.1097/SIH.0000000000000133

World Health Organization (2010). Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization; World Health Organization.

World Health Organization (2013). Transforming and scaling up, health professionals’ education and training guidelines, 11-21.

Wynarczuk, K. D., Hadley, D. E., Sen, S., Ward, J. F., Ganetsky, V. S., & Sen, S. (2019). Pharmacy, physical therapy, occupational therapy, and physician assistant professional students’ perspectives on interprofessional roles and responsibilities. Journal of interprofessional care, 33, 6, 832-835. https://doi.org/10.1080/13561820.2019.1572599