Poster Presentation
Friday, 21 July 2006
10:00 AM - 10:30 AM
Friday, 21 July 2006
3:00 PM - 3:30 PM
This presentation is part of : Poster Presentations III
A Collaborative Interdisciplinary Educational Approach Using Simulation
Patricia Dillon, DNSc, RN1, Kim Noble, MSN, RN1, and Lawrence Kaplan, MD2. (1) Nursing, Temple University, Philadelphia, PA, USA, (2) School of Medicine, Temple University, Philadelphia, PA, USA
Learning Objective #1: identify the value of an interdisciplinary collaborative relationship.
Learning Objective #2: state the role of simulation as a learning strategy that enhances an interdisciplinary collaborative relationship.
Nurses and physicians work side by side as members of a healthcare team with the same goal of effecting positive patient outcomes. Today, to meet the increasing challenges of healthcare, a more integrative approach is needed to achieve high quality, efficient and cost effective care that ultimately will improve patient care and results in positive outcomes. This project is the first phase of a collaborative effort between medical and nursing education. The purpose of this project is to analyze perceptions and determine the usefulness of an interdisciplinary approach to learning using simulation as an educational strategy. An interdisciplinary approach involves different professions contributing to patient care for a common goal. Collaboration not only entails understanding roles, skills and expectations, but also appreciating the value that each member contributes to achieve that common goal. The sample is a convenience sample of medical and nursing students from a large urban city university. The students will participate in a series of simulations. Simulation mimics real-life situations in a safe learning environment addressing cognitive, affective and psychomotor learning. The simulations provide an opportunity for students to work in an interdisciplinary, collaborative relationship. Both quantitative and qualitative data will be collected to describe students’ perceptions prior to and after the simulation classes. The Collaborative Education Model (Sullivan, 1998) serves as a framework for collaborative education. King’s (1981) Model of Transaction provides an understanding of the interdisciplinary relationship. An integrative multidisciplinary approach is needed to meet the multifaceted needs of patients. Developing and fostering a collaborative relationship between the disciplines from the beginning of the educational process may set the foundation of a relationship that continues through their professional practice and ultimately improve patient outcomes. Hopefully, this project will act as a catalyst for further research in collaborative interdisciplinary education.

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See more of The 17th International Nursing Research Congress Focusing on Evidence-Based Practice (19-22 July 2006)