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Interprofessional Ethics Simulations and Debriefing to Develop Collaborative Skills.

Amy Haddad1, Kimberley Begley1, Ann Ryan Haddad1

  • 1Department of Pharmacy Practice, Creighton University School of Pharmacy and Health Professions, Omaha, NE, USA.

Cambridge Quarterly of Healthcare Ethics : CQ : the International Journal of Healthcare Ethics Committees
|September 16, 2024
PubMed
Summary
This summary is machine-generated.

Interprofessional education (IPE) using web-based ethics case discussions with standardized patients (SPs) effectively fosters collaboration and patient-centered care. Debrief sessions revealed key themes like trust and adapting care to ethical challenges.

Keywords:
advanced nursing practicedebrief sessionsethics educationinterprofessional collaborationpharmacystandardized patientsweb-based discussion

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Area of Science:

  • Healthcare Education
  • Medical Ethics
  • Interprofessional Practice

Background:

  • Interprofessional Education Collaborative (IPEC) core competencies are vital accreditation standards in healthcare.
  • Limited research exists on interprofessional learning outcomes in healthcare ethics, particularly with debrief sessions.
  • Web-based case discussions offer a promising avenue for integrating ethics into interprofessional education.

Purpose of the Study:

  • To present a model for creating, conducting, and assessing synchronous interprofessional ethics discussions and debrief sessions.
  • To highlight debrief sessions following standardized patient (SP) interactions involving pharmacy and nursing students.
  • To analyze qualitative data from debrief sessions to identify key learning themes.

Main Methods:

  • A synchronous, web-based interprofessional education model was implemented.
  • Standardized patient (SP) interactions were used for case discussions.
  • Qualitative analysis of debrief session comments was conducted.

Main Results:

  • Four major themes emerged from qualitative analysis: benefits of interprofessional collaboration, importance of patient-centered care, need to adapt clinical recommendations to ethical dilemmas, and the significance of team trust.
  • Debrief sessions following SP interactions provided valuable insights into student learning.
  • The findings underscore the effectiveness of the developed model.

Conclusions:

  • Web-based, synchronous interprofessional/SP ethics simulations and debrief sessions are an effective method for promoting collaboration and reflection in healthcare education.
  • While effective, the method is described as laborious, suggesting areas for refinement.
  • The study contributes to the limited literature on interprofessional ethics education outcomes.