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Sunday, November 1, 2009
Learning Objective 1: The learner will effectively prioritize patient care involving multiple allied health professionals.
Learning Objective 2: The learner will identify strategies for effective communication among allied health professionals.
Multi-discipline simulation as a teaching strategy to improve effective communication and patient care prioritization among allied health care students.
Background: To provide optimal care in today’s complex health care system it is imperative that patients receive the benefit of various health care provider. Traditional teaching methods utilized in the education of allied health professionals limit students' interactions amongst the disciplines. A multi-disciplinary simulation will allow students to collaborate in the care of patients with multiple health care needs.
Sample: Students enrolled in the undergraduate nursing, radiologic technology, respiratory therapy, and occupational therapy programs at USI.
Method: A clinical simulation scenario will be developed utilizing a multidisciplinary approach. Specific objectives include communication and prioritization techniques.
Subjective and objective data will be measured utilizing instruments developed by the NLN for clinical simulation experiences.
Background: To provide optimal care in today’s complex health care system it is imperative that patients receive the benefit of various health care provider. Traditional teaching methods utilized in the education of allied health professionals limit students' interactions amongst the disciplines. A multi-disciplinary simulation will allow students to collaborate in the care of patients with multiple health care needs.
Sample: Students enrolled in the undergraduate nursing, radiologic technology, respiratory therapy, and occupational therapy programs at USI.
Method: A clinical simulation scenario will be developed utilizing a multidisciplinary approach. Specific objectives include communication and prioritization techniques.
Subjective and objective data will be measured utilizing instruments developed by the NLN for clinical simulation experiences.
Analysis: Statistical Program for Social Sciences will be used to analyze the data.
Conclusion: Students will engage in post simulation debriefing within the individualdisciplines and as a multidisciplinary group to improve effective communication skills.
Implications: Multi-discipline simulation as an effective teaching strategy will improve the communication and prioritization skills of students in a safe learning environment.