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Related Experiment Video

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Simulation of a Scaled Assembly Process with Collaboration of a Robotic Arm and Monitoring through a Vision System for Quality Control
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Promoting Interprofessional Collaborative Practice Through Simulation.

Celeste M Alfes1, Tonya Rutherford-Hemming, Casey M Schroeder-Jenkinson

  • 1About the Authors Celeste M. Alfes, DNP, MSN, RN, CNE, CHSE-A, is an associate professor and director, Center for Nursing Education, Simulation, and Innovation, Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. Tonya Rutherford-Hemming, EdD, RN, ANP-BC, CHSE, is an associate professor, University of North Carolina Greensboro School of Nursing, Greensboro, North Carolina. Casey M. Schroeder-Jenkinson, PhD, is an assistant professor and director, Interprofessional Education, Simulation and Outcomes, Physician Assistant Program, Case Western Reserve University School of Medicine. Cynthia Booth Lord, MHS, PA-C, is an associate professor and founding director, Physician Assistant Program, Case Western Reserve University School of Medicine. Elizabeth Zimmermann, DNP, MSN, RN, CHSE, is an instructor of pediatric and community health nursing, Frances Payne Bolton School of Nursing, Case Western Reserve University. The authors wish to acknowledge Susan Wentz, MD, MS, director, NetWellness, Case Western Reserve University School of Medicine faculty representative on the IPE Simulation Project for her support, guidance, and expertise. For more information, contact Dr. Alfes at cms11@case.edu.

Nursing Education Perspectives
|February 9, 2018
PubMed
Summary
This summary is machine-generated.

Faculty training in simulation enhanced interprofessional (IP) education for nursing, medicine, and physician assistant students. This program fostered team building and collaborative practice through hands-on IP simulation experiences.

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Area of Science:

  • Medical Education
  • Healthcare Simulation
  • Interprofessional Education

Background:

  • Simulation is a valuable tool in healthcare education.
  • Effective interprofessional (IP) training requires faculty expertise in simulation design and facilitation.
  • Developing collaborative practice skills among future healthcare professionals is crucial.

Purpose of the Study:

  • To design and implement a faculty development program focused on simulation best practices.
  • To enhance interprofessional collaboration and team building among nursing, medicine, and physician assistant students.
  • To create and refine an IP simulation scenario suitable for diverse healthcare trainees.

Main Methods:

  • A 12-week faculty training program incorporating seminars, discussions, and simulation development.
  • Utilized a National League for Nursing Advancing Care Excellence for Seniors scenario for progressive development.
  • Faculty evaluated and revised the simulation during student participation.

Main Results:

  • Faculty gained knowledge in simulation principles and best practices.
  • The program facilitated the creation of an interprofessional simulation experience for students.
  • Faculty actively revised the simulation to meet the needs of multiple disciplines.

Conclusions:

  • Faculty training is essential for successful interprofessional simulation implementation.
  • Simulation-based education effectively promotes team building and collaborative practice.
  • Iterative refinement of simulation scenarios by faculty enhances educational outcomes for diverse student groups.