Heather Josland & Kayne Milligan

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706 –  Interprofessional simulation in the drivers’ seat to safely deliver quality non-technical skills in undergraduate education.

Introduction
This session describes a current research project using an interprofessional simulation education intervention. The aim is to advance understanding of the development of non-technical skills of nursing and medical undergraduates. Specific measurement focused on assessing attitudes, role understanding and awareness of developing clinical situations. Methods included a dynamic simulation with a human actor and a static simulation with ‘mis-managed mannequins’. Data collection was completed via observation, audio visual recording and several paper survey tools including: Readiness for Interprofessional Learning Scale (RIPLS, Parsell & Bligh, 1999), Situational Awareness Global Assessment (SAGAT, Endsley, 1988). An analysis of the behaviour and communication patterns observed in the dynamic simulation will also be presented.

Background
Quality and safety issues in the health care setting have been linked to communication failure between professions (Aggarwal & Darzi, 2011: Brock, Abu-Rish, Zierler, et al., 2013). The quality and safety module convenor from the Christchurch Medical School, and nurse educators from Ara Institute of Canterbury and the University of Otago, Christchurch formed a collaboration to develop a quality and safety session for 5th year medical students and final year nursing students.

Results
Findings to this date reveal some interesting results relating to:

  • Communication patterns
  • Understanding of the health professionals’ role
  • Situational awareness within and between professions.

Conclusion
Interprofessional simulation may be an increasingly important vehicle to safely accelerate the improved communication, attitudes, situational awareness and role understanding needed to drive patient safety education.

Key words: Undergraduate Health Professional Education; Interprofessional Simulation.