Nurse Educators’ Experience of Developing and Implementing a High-fidelity Simulation-based Interprofessional Education Module for Medical and Nursing Students

다국어 초록 (Multilingual Abstract)

Objective: Despite the recommendation of the use of high-fidelity simulation (HFS) in interprofessional education (IPE), there is little known about its work for nursing students. Thus, this study aimed to explore nurse educators’ perceptions and experiences in developing and implementing the HFS-based IPE for nursing and medical students. Methods: This study used a case study, using reflective filed notes. Results: Nursing educators perceived HFS as an effective educational approach to engaging nursing and medical students actively in interprofessional collaborative practice (ICP) experiences and in evaluating their actual performance on it. In terms of their perspectives on the elements necessary for effective HFS-based IPE, four themes were identified: collaborative learning, co-facilitating debriefing, leadership commitment and active faculty involvement.

참고문헌 (Reference)

1 World Health Organization (WHO), "World Health Organization Framework for action on interprofessional education and collaborative practice (WHO/HRH/HPN/10.3)"

2 J. Hayden, "Use of simulation in nursing education : National survey results" 1 (1): 52-57, 2010

3 B. M. Granheim, "The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration : An integrative review of the literature" 62 (62): 118-127, 2018

4 J. R. Anderson, "Situated learning and education" 25 (25): 5-11, 1996

5 F. Lateef, "Simulation-based learning : Just like the real thing" 3 (3): 348-, 2010

6 C. Baker, "Simulation in interprofessional education for patient-centred collaborative care" 64 (64): 372-379, 2008

7 M. E. Mancini, "Simulation and clinical competency in undergraduate nursing programs : A multisite prospective study" 58 (58): 561-568, 2019

8 S. Norwood, "Research strategies for advanced practice nurses" Prentice Hall Health 2000

9 Woosuck Lee ; Mi Ran Kim ; Yun Kang ; Yu-Jin Lee ; So Myeong Kim ; Jang Hoon Lee ; Soo-Jin Hyun ; Ji Hye Yu ; 박영숙, "Nursing and medical students’ perceptions of an interprofessional simulation-based education: a qualitative descriptive study" 한국의학교육학회 32 (32): 317-327, 2020

10 G. Gibbs, "Learning by doing: A guide to teaching and learning methods" Further Education Unit 1988

11 Interprofessional Education Collaborative Expert Panel, "Interprofessional Education Collaborative Expert Panel Core competencies for interprofessional collaborative practice: report of an expert panel"

12 N. Livne, "High-fidelity simulations offer a paradigm to develop personal and interprofessional competencies of health students : A review article" 17 (17): 1-20, 2019

13 J. Astbury, "High-fidelity simulation-based education in pre-registration healthcare programmes : a systematic review of reviews to inform collaborative and interprofessional best practice" 35 (35): 622-632, 2021

14 K. Rossler, "Healthcare Simulation Standards of Best PracticeTM Simulation-Enhanced Interprofessional Education" 58 (58): 49-53, 2021

15 J. A. Derbyshire, "Facilitating classroom based interprofessional learning : A grounded theory study of university educators' perceptions of their role adequacy as facilitators" 35 (35): 50-56, 2015

16 Y. Y. Lei, "Effects of High-Fidelity Simulation teaching on nursing nursing students' knowledge, professional skills and clinical ability : A Meta-analysis and systematic review" 60 (60): 103306-, 2022

17 Interprofessional Education Collaborative, "Core competencies for interprofessional collaborative practice : 2016 update" Interprofessional Education Collaborative 2016

18 J. C. Palaganas, "A history of simulation-enhanced interprofessional education" 28 (28): 110-115, 2014

19 P. R. Jeffries, "A framework for designing, implementing, and evaluating : Simulations used as teaching strategies in nursing" 26 (26): 96-103, 2005