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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

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Published on: August 9, 2024

Creating interprofessional clinical learning units: developing an acute-care model.

Susan C Sommerfeldt¹, Sylvia S Barton, Paulette Stayko

¹University of Alberta, Edmonton, Alberta, Canada T6G 2T4. susan.sommerfeldt@ualberta.ca

Nurse Education in Practice

|January 7, 2011

Summary

This summary is machine-generated.

An interprofessional clinical learning unit (IPCLU) improved patient care and education by fostering teamwork and communication. This model enhanced interprofessional education (IPE) and clinical learning in an acute care setting.

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Last Updated: Jun 5, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Healthcare Education
Interprofessional Practice
Patient Care Improvement

Background:

An acute care interprofessional clinical learning unit (IPCLU) was established in a large metropolitan hospital.
This initiative was part of a larger, community-based, participatory mixed-method research project.
Pre-implementation data identified strengths and opportunities for interprofessional education (IPE).

Purpose of the Study:

To discuss clinical IPE and its relevance in nursing education.
To detail the creation and initiatives of the IPCLU for enhanced interprofessional care.
To offer considerations for advancing IPE in acute care settings.

Main Methods:

Development of an IPCLU model involving post-secondary health science faculties, students, and hospital staff.
Formation of a working group with interprofessional members and students.
Collection of pre-implementation data from patient care teams, students, and faculty.

Main Results:

The IPCLU facilitated enhanced interprofessional teaching and learning culture.
Initiatives increased awareness of interprofessional teamwork, professional roles, communication, and decision-making.
Clinical reflection was further developed within the acute care setting.

Conclusions:

The IPCLU model offers a viable approach to advancing interprofessional education in acute care.
Key initiatives focused on culture, awareness, communication, and reflection for sustainable IPE.
This model demonstrates potential for improving both student clinical learning and patient care outcomes.