Paper: The Development of Interprofessional Guidelines for Interprofessional, Simulation-Based Educational Modules (19th International Nursing Research Congress Focusing on Evidence-Based Practice)

Monday, 7 July 2008: 10:50 AM

Cynthia Baker, RN, PhD , School of Nursing, Queen's University, Kingston, ON, Canada

Marian Luctkar-Flude, RN, BScN, MScN , School of Nursing, Queen's University, Kingston, ON, Canada

Cheryl Pulling, RN, MSN , School of Nursing, Queen's University, Kingston, ON, Canada

Diana Hopkins-Rosseel, DEC, BSc(PT), MSc(Rehab, Sci) , School of Rehabilitation Therapy, Queen's University, Kingston, ON, Canada

Jennifer M. Medves, RN, PhD , School of Nursing, Queen's University, Kingston, ON, Canada

Learning Objective 1: describe a process for the synthesis of evidence based guidelines for interprofessional, simulation-based educational modules

Learning Objective 2: outline interprofessional procedures for endotracheal and tracheostomy suctioning and for nasotracheal, nasopharyngeal, and oropharyngeal suctioning.

The aim of this paper is to present an evidence based, knowledge synthesis approach for the development of best practices to be taught in interprofessional educational modules. Queen's University Faculty of Health Sciences is implementing a technology-based approach to interprofessional education through the use of high fidelity patient simulators. The program is guided by a competency framework that incorporates a typology of shared, complementary, and profession specific competencies associated with intraprofessional, multiprofessional, or interprofessional teaching modalities and with the professional composition of learner groups. Thus, as well as fostering collaborative skills, this approach includes parallel learning of competencies shared across several health professions in order to foster the integration of best practices, interprofessional awareness, and interprofessional cohesiveness. A set of best practice procedures applicable across health professions must be determined prior to the development of dynamic, simulation scenarios to teach a shared competency. The method for determining such procedures for an interprofessional education module on endotracheal and tracheostomy suctioning and on nasotracheal, nasopharyngeal, and oropharyngeal suctioning developed for prelicensure learners in nursing, physiotherapy, and medicine will be presented. The procedures for each type of suctioning were derived from an interprofessional guideline developed for the module through a systematic synthesis of existing profession specific guidelines and the cross profession, research literature published in the preceding five years. The method included critical appraisal of the guidelines and the research literature retrieved, and a systematic comparison of recommendations by a small interprofessional panel of educators. The interprofessional guidelines and procedures serve as the basis for a set of suctioning scenarios developed for use with the Human Patient Simulator. The guidelines and procedures will be presented.

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