Simulation-Based Interprofessional Education in Health Professional Education

Year 2019, Volume: 6 Issue: 2, 437 - 445, 01.06.2019

Fatma Uslu Şahan , Füsun Terzioğlu

https://doi.org/10.17681/hsp.470925

Abstract

DOI:
10.17681/hsp.470925

Interprofessional education is an
approach that helps health professionals better understand the differences and
similarities among different professional groups in their undergraduate
education and to create their own professional identities. Interprofessional
education has been integrated into the educational curricula of respected
universities that provide health education in the world. In Turkey it is not
included in the undergraduate curriculum. However, students getting health
education in Turkey, is expected to earn the skills working as a team,
increasing professional knowledge and skills, competences and awareness of
other professions with interprofessional education programs. In the literature,
it is suggested to use simulation, which is an innovative method for increasing
the effectiveness of interprofessional education. Simulation-based interprofessional education improves
communication and interprofessional teamwork skills and to eliminate the gap
between theoretical knowledge and practice of the students'. In addition, this
approach bridges the different professions and contributes to the understanding
of the roles of other professions and the acquisition of knowledge by providing
effective team collaboration. In this review, the importance of
interprofessional education, the qualifications to be gained in
interprofessional education, and the methods of using simulation-based
interprofessional education as an innovative approach to gaining and developing
these qualifications have been discussed. 

Keywords

Health professionals interprofessional education, simulation

Sağlık Profesyonellerinin Eğitiminde Simülasyona Dayalı Mesleklerarası Eğitim

Abstract

DOI: 10.17681/hsp.470925

Mesleklerarası eğitim, sağlık
profesyonellerinin lisans eğitiminde farklı meslek grupları arasındaki
farklılıkları ve benzerlikleri daha iyi kavramalarına ve onların kendi
profesyonel kimliklerini oluşturmalarına katkı sağlayan bir yaklaşımdır.
Mesleklerarası eğitim dünyada sağlık alanında eğitim veren saygın üniversitelerin
eğitim müfredatlarına entegre edilmiştir. Türkiye’de ise henüz lisans müfredat
programlarında yer almamaktadır. Ancak, Türkiye’de sağlık alanında eğitim alan
öğrencilerin, mesleklerarası eğitim programları ile mesleki bilgi ve
becerilerinin, yeterliliklerinin, diğer mesleklere olan farkındalıklarının
arttırılarak ekip olarak çalışabilme becerisi kazanabilecekleri
öngörülmektedir. Literatürde mesleklerarası eğitimin etkinliğinin arttırılması
için yenilikçi bir yöntem olan simülasyonun kullanılması önerilmektedir.
Simülasyona dayalı mesleklerarası eğitim, öğrencilerin teorik bilgileri ile
uygulamaları arasındaki boşluğu gidermekte, iletişim becerilerini ve
mesleklerarası ekip çalışması becerilerini geliştirmektedir. Ayrıca bu yaklaşım
farklı meslekler arasında köprüler oluşturmakta,  etkili bir ekip işbirliğini sağlayarak diğer
mesleklerin rollerinin anlaşılmasına ve bilgi kazanımının sağlanmasına katkıda
bulunmaktadır. Bu derlemede mesleklerarası eğitimin önemi, mesleklerarası
eğitimde kazandırılması gereken yeterlilikler ve bu yeterliliklerin
kazandırılmasında ve geliştirilmesinde yenilikçi bir yaklaşım olarak
simülasyona dayalı mesleklerarası eğitim yönteminin kullanılmasına ilişkin
yöntemler tartışılmıştır. 

Keywords

Mesleklerarası eğitim, simülasyon, sağlık profesyonelleri

References

• World Health Organization. Human Resources for Health Framework for Action on Interprofessional Education & Collaborative Practice. 2010. Available Date 22.07.2018. Available from: http://www.who.int/hrh/resources/framework_action/en/.
• Birk TJ. Principles for Developing an Interprofessional Education Curriculum in a Healthcare Program. J Healthc Commun. 2017; 2(1) :1–4.
• Mansuri FA. Appraisal of Inter-Professional Education (IPE) in the World and its Importance in Delivery of Health Care. Ann Abbasi Shaheed Hosp Karachi Med Dent Coll. 2017; 22(1): 44–53.
• Herath C, Zhou Y, Gan Y, Nakandawire N, Gong Y, Lu Z. A comparative study of interprofessional education in global health care. Medicine. 2017; 96(38): e7336.
• Cahill M, O’Donnell M, Warren A, Taylor A, Gowan O. Enhancing interprofessional student practice through a case-based model. J Interprof Care 2013; 27(4): 333–5.
• Starks H, Coats H, Paganelli T, Mauksch L, van Schaik E, Lindhorst T, et al. Pilot Study of an Interprofessional Palliative Care Curriculum: Course Content and Participant-Reported Learning Gains. Am J Hosp Palliat Med. 2018; 35(3): 390–7.
• Baker C, Pulling C, McGraw R, Dagnone JD, Hopkins-Rosseel D, Medves J. Simulation in interprofessional education for patient-centred collaborative care. J Adv Nurs. 2008; 64(4): 372–9.
• Caylor S, Aebersold M, Lapham J, Carlson E. The use of virtual simulation and a modified TeamSTEPPSTMtraining for multiprofessional education. Clin Simul Nurs. 2015; 11(3): 163–71.
• Fox L, Onders R, Hermansen-Kobulnicky CJ, Nguyen TN, Myran L, Linn B, et al. Teaching interprofessional teamwork skills to health professional students: A scoping review. J Interprof Care. 2018; 32(2): 127–35.
• Domaç S, Bektaş-Fidan M, Sobacı F, Yıldırım A, Soydaş P, Özkent T. Meslekler Arası Eğitimin Yükseköğretim Müfredatına Dâhil Edilmesinin Önemi. Yükseköğretim Dergisi 2014; 4(1): 9–13.
• Centre for the Advancement of Interprofessional Education. CAIPE: Interprofessional Education Guidelinesn 2017 [Internet]. 2017. Available from: file:///C:/Users/fatma/Downloads/CAIPE-2017-Interprofessional-Education-Guidelines-2%20(1).pdf Available Date 22.07.2018.
• Boztepe H, Terzioğlu F. Sağlık Eğitiminde Meslekler Arası Eğitim. J Anatolia Nurs Heal Sci. 2015; 18(3): 222-8.
• Bland AJ, Topping A, Wood B. A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Educ Today. 2011; 31(7): 664–70.
• Gough S, Hellaby M, Jones N, MacKinnon R. A review of undergraduate interprofessional simulation-based education (IPSE). Collegian. 2012; 19(3): 153–70.
• Saylor J, Vernoony S, Selekman J, Cowperthwait A. Interprofessional education using a palliative care simulation. Nurse Educ. 2016; 41(3): 125–9.
• Zhang C, Thompson S, Miller C. A Review of Simulation-Based Interprofessional Education. Clin Simul Nurs. 2011; 7(4): e117–26.
• Costello M, Huddleston J, Atinaja-Faller J, Prelack K, Wood A, Barden J, et al. Simulation as an Effective Strategy for Interprofessional Education. Clin Simul Nurs. 2017; 13(12): 624–7.
• Cunningham S, Foote L, Sowder M, Cunningham C. Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment. J Interprof Care. 2018; 32(3): 395–8.
• Efstathiou N, Walker WM. Interprofessional, simulation-based training in end of life care communication: A pilot study. J Interprof Care. 2014; 28(1): 68–70.
• George KL, Quatrara B. Interprofessional Simulations Promote Knowledge Retention and Enhance Perceptions of Teamwork Skills in a Surgical-Trauma-Burn Intensive Care Unit Setting. Dimens Crit Care Nurs. 2018; 37(3): 144–55.
• Brown CW, Howard M, Morse J. The use of trauma interprofessional simulated education (TIPSE) to enhance role awareness in the emergency department setting. J Interprof Care. 2016; 30(3): 388–90.
• Prelock PA, Ph D, Melvin C, Lemieux N, Melekis K, Ph D, et al. One Team – Patient , Family , and Health Care Providers : An Interprofessional Education Activity Providing Collaborative and Palliative Care. 2017; 1(212): 350–9.
• Fineberg IC, Wenger NS, Forrow L. Interdisciplinary Education: Evaluation of a Palliative Care Training Intervention for Pre-professionals. Acad Med. 2004; 79(8): 769–76.
• World Health Organization. Human Resources for Health Framework for Action on Interprofessional Education & Collaborative Practice. 2010. Available Date 22.07.2018. Available from: http://www.who.int/hrh/resources/framework_action/en/
• Wang JN, Petrini M. Chinese Health Students’ Perceptions of Simulation-based Interprofessional Learning. Clin Simul Nurs. 2017; 13(4): 168–75.
• Jimenez YA, Thwaites DI, Juneja P, Lewis SJ. Interprofessional education: evaluation of a radiation therapy and medical physics student simulation workshop. J Med Radiat Sci. 2018; 65(2): 1–8.
• Rutherford-Hemming T, Lioce L. State of Interprofessional Education in Nursing: A Systematic Review. Nurse Educ. 2018; 43(1) :9–13.
• Wilhaus J, Palaganas J, Manos J, Anderson J, Cooper A, Jeffries P, et al. Interprofessional Education and Healthcare Simulation Symposium [Internet]. 2013. Available Date 22.07.2018. Available from: http://www.ssih.org/LinkClick.aspx?fileticket=FQKvyEp0k3k=&portalid=48
• Faqihi B. Healthcare Professional Students’ Perceptions toward Interprofessional Education. [Master Thesis], Atlanta: Georgia State University, 2017.
• World Health Organization [Internet]. The World Health Report 2006. 2006. Available from: http://www.who.int/whr/2006/en/ Available Date 22.07.2018.
• American Nurses Association. Nursing : scope and standards of practice. 2010. Available Date 22.07.2018. Available from: https://www.nursingworld.org/practice-policy/scope-of-practice/
• Interprofessional Educational Collaborative. Core Competencies for interprofessional collaborative practice : 2016 [Internet]. 2016. Available Date 22.07.2018. Available from: http://www.ncbi.nlm.nih.gov/pubmed/22030650
• Gaba DM. The future vision of simulation in health care. Qual Saf Heal Care. 2004; 13(SUPPL. 1): 2–10.
• Lennen N, Miller B. Introducing Interprofessional Education in Nursing Curricula. Teach Learn Nurs. 2017; 12(1): 59–61.
• Randall D, Garbutt D, Barnard M. Using simulation as a learning experience in clinical teams to learn about palliative and end-of-life care: A literature review. Death Stud. 2018; 42(3): 172–83.
• Lefebvre K, Wellmon R, Ferry D. Changes in Attitudes Toward Interprofessional Learning and Collaboration Among Physical Therapy Students Following a Patient Code Simulation Scenario. Cardiopulm Phys Ther J (Lippincott Williams Wilkins). 2015; 26(1): 8–14.
• Pastor DK, Cunningham RP, White PH, Kolomer S. We Have to Talk: Results of an Interprofessional Clinical Simulation for Delivering Bad Health News in Palliative Care. Clin Simul Nurs. 2016; 12(8): 320–7.
• Buckley S, Hensman M, Thomas S, Dudley R, Nevin G, Coleman J. Developing interprofessional simulation in the undergraduate setting: Experience with five different professional groups. J Interprof Care. 2012; 26(5) :362–9.
• Palaganas JC. Exploring Healthcare Simulation as a Platform for Interprofessional Education. [Doctor of Philosophy Theses], California: Loma Linda University, 2012.
• The Interprofessional Education Collaborative. Core Competencies for Interprofessional Collaborative Practice [Internet]. 2011. Available Date 22.07.2018. Available from: http://www.ncbi.nlm.nih.gov/pubmed/22030650