Abstract
Background: Interprofessional education (IPE) is a “core” competency in professional school education. Challenges to successful collaboration include: aligning student abilities/experience, providing meaningful clinically-based interaction, and the need for extensive planning. Methods: Curriculum. A 3-1/2 hour IPE patient safety experience for final-semester medical and nursing students was developed. The content included an introduction, small-group low-fidelity simulation, and a large-group discussion of patient safety events observed by students during clinical rotations. Logistics. A planning committee met monthly to plan the curriculum and train faculty facilitators. Four sessions were held, accommodating 92 medical and 82 nursing students. Thirty faculty facilitators and 10 support personnel were needed for each session. Results: Over 70% students reported that the experience resulted in new learning and prompted self-reflection; 57% said it would change their practice. Students confirmed that the experience taught them about the importance of patient involvement in the team, the development of a shared mental model, and the importance of everyone’s role on the team. Conclusions: This collaboration successfully aligned students with similar levels of clinical experience, involved many faculty from both professional schools, and gave students opportunities to discuss differences in their roles and responsibilities, while highlighting patient-centered care.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bodenheimer T, Chen E, Bennett HD. Confronting the growing burden of chronic disease: can the U.S. health care workforce do the job? Health Aff (Millwood). 2009;28(1):64–74.
Elhauge E, editor. The fragmentation of U.S. health care: Causes and solutions New York: Oxford University Press; 2010.
Committee on Quality of Health Care in America Institute of Medicine. Crossing the quality chasm: A new health system for the 21st century. Washington, DC: The National Academies Press; 2001.
National Research Council. To err is human: Building a safer health system. Kohn LT, Corrigan JM, Donaldson MS, editors. Washington, DC: The National Academies Press; 2000.
World Health Organization (WHO), Department of Human Resources for Health, Health Professions Network Nursing and Midwifery Office. Framework for action on interprofessional education and collaborative practice (WHO/HRH/HPN/10.3). Geneva: World Health Organization; 2010.
Institute of Medicine. Health professions education: A bridge to quality. Greiner AC, Knebel E, Committee on the Health Professions Education Summit, editors. Washington, DC: The National Academies Press; 2003.
Macdonald MB, Bally JM, Ferguson LM, Lee Murray B, Fowler-Kerry SE, Anonson JM. Knowledge of the professional role of others: a key interprofessional competency. Nurse Educ Pract. 2010;10(4):238–42.
Schmitt M, Blue A, Aschenbrener CA, Viggiano TR. Core competencies for interprofessional collaborative practice: reforming health care by transforming health professionals’ education. Acad Med. 2011;86(11):1351.
Rodehorst TK, Wilhelm SL, Jensen L. Use of interdisciplinary simulation to understand perceptions of team members’ roles. J Prof Nurs. 2005;21(3):159–66.
Thistlethwaite J. Interprofessional education: a review of context, learning and the research agenda. Med Educ. 2012;46(1):58–70.
Hobgood C, Sherwood G, Frush K, Hollar D, Maynard L, Foster B, et al. Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration. Qual Saf Health Care. 2010;19(6):e25.
Aston SJ, Rheault W, Arenson C, Tappert SK, Stoecker J, Orzoff J, et al. Interprofessional education: a review and analysis of programs from three academic health centers. Acad Med. 2012;87(7):949–55.
Jankouskas TS, Haidet KK, Hupcey JE, Kolanowski A, Murray WB. Targeted crisis resource management training improves performance among randomized nursing and medical students. Simul Healthcare. 2011;6(6):316–26.
Thomas EJ, Taggart B, Crandell S, Lasky RE, Williams AL, Love LJ, et al. Teaching teamwork during the Neonatal Resuscitation Program: a randomized trial. J Perinatol. 2007;27(7):409–14.
Reeves S, Zwarenstein M, Goldman J, Barr H, Freeth D, Hammick M, et al. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database Syst Rev. 2008(1):CD002213.
Reese CE, Jeffries PR, Engum SA. Learning together: using simulations to develop nursing and medical student collaboration. Nurs Educ Perspect. 2010;31(1):33–7.
Kenaszchuk C, MacMillan K, van Soeren M, Reeves S. Interprofessional simulated learning: short-term associations between simulation and interprofessional collaboration. BMC Med. 2011;9:29.
Pronovost PJ, Freischlag JA. Improving teamwork to reduce surgical mortality. JAMA. 2010;304(15):1721–2.
Zwarenstein M, Goldman J, Reeves S. Interprofessional collaboration: effects of practice-based interventions on professional practice and healthcare outcomes. Cochrane Database Syst Rev. 2009(3):CD000072.
Booth TL, McMullen-Fix K. Collaborative interprofessional simulation in a baccalaureate nursing education program. Nurs Educ Perspect. 2012;33(2):127–9.
Reising DL, Carr DE, Shea RA, King JM. Comparison of communication outcomes in traditional versus simulation strategies in nursing and medical students. Nurs Educ Perspect. 2011;32(5):323–7.
Ruth-Sahd LA, Schneider MA, Strouse A. Fostering cultural and interdisciplinary awareness with “low-tech” simulation in a fundamentals nursing course to prepare student nurses for critical care clinical rotations. Dimens Crit Care Nurs. 2011;30(5):263–8.
Freeth D. Sustaining interprofessional collaboration. J Interprof Care. 2001;15(1):37–46.
Rosenfield D, Oandasan I, Reeves S. Perceptions versus reality: a qualitative study of students’ expectations and experiences of interprofessional education. Med Educ. 2011;45(5):471–7.
Aarnio M, Nieminen J, Pyorala E, Lindblom-Ylanne S. Motivating medical students to learn teamwork skills. Med Teach. 2010;32(4):e199–204.
Agency for Healthcare Research and Quality [AHRQ]. TeamSTEPPS®: National Implementation. 2013 [cited 2013 May 31]; Available from: https://doi.org/teamstepps.ahrq.gov/.
King HB, Battles J, Baker DP, Alonso A, Salas E, Webster J, et al. TeamSTEPPS™: Team Strategies and Tools to Enhance Performance and Patient Safety. In: Henriksen K, Battles JB, Keyes MA, Grady ML, editors. Advances in patient safety: New directions and alternative approaches, Vol 3. Performance and tools (AHRQ Publication No 08-0034-3). Rockville, MD: Agency for Healthcare Research and Quality; 2008. p. 21–36.
Tsilimingras D, Rosenberg EI, Beitsch LM. The challenges of developing a patient safety curriculum for medical school. Med Sci Educ. 2012;22(2):65–72.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Turner, K.M., Chudgar, S.M., Engle, D. et al. It Takes a Village”: An Interprofessional Patient Safety Experience for Nursing and Medical Students. Med.Sci.Educ. 23 (Suppl 3), 449–456 (2013). https://doi.org/10.1007/BF03341667
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03341667