Presentation Title

Change in Attitudes and Knowledge with Participation in an Interprofessional Education Experience between Nursing and Physical Therapy Students

Speaker Credentials

Assistant Professor

Speaker Credentials

Ph.D.

College

College of Nursing

Location

Nova Southeastern University, Davie, Florida, USA

Format

Podium Presentation

Start Date

16-2-2018 1:45 PM

End Date

16-2-2018 2:15 PM

Abstract

Objective: The purpose of this study was to understand nursing and physical therapy students’ attitudes and knowledge of the other discipline before and after participation in an inter-professional simulation experience. Background: Collaboration among team members in an inter-professional environment is integral to patient safety, improving quality of care, and health outcomes. Bachelor of Science in Nursing (BSN) and Doctor of Physical Therapy (DPT) students from the same academic institution participated in inter-professional simulation experiences. Methods: Simulation activities included 1st year nursing students and 1st year DPT students using low fidelity role-plays of a patient with a wound and collaboration of 2nd year DPT students and 1st year nursing students using a high fidelity manikin and case scenarios to assess an acute medical patient. Students completed a pre-and post-test survey, which was an adapted version of the Readiness for Interprofessional Learning Scale. Students also completed a short answer questionnaire. Results: Over a two-year period, 186 students participated in the experience; 52 (28.4%) were nursing students and 131 (71.6%) were DPT students. The survey questions assessed the subscales of teamwork and collaboration, negative professional identity, and positive professional identity. Analysis using the Wilcoxon Signed Ranks test demonstrated significant positive change post-simulation. Short answer questions revealed participants perceived enhanced understanding of their colleagues’ discipline, interest in future collaboration, and enhanced communication, among disciplines following the interaction. Most participants indicated preference for future interprofessional educational experiences. Conclusion: Participants demonstrated an increased appreciation for teamwork, collaboration and knowledge of each other’s profession. Grants: N/A

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Feb 16th, 1:45 PM Feb 16th, 2:15 PM

Change in Attitudes and Knowledge with Participation in an Interprofessional Education Experience between Nursing and Physical Therapy Students

Nova Southeastern University, Davie, Florida, USA

Objective: The purpose of this study was to understand nursing and physical therapy students’ attitudes and knowledge of the other discipline before and after participation in an inter-professional simulation experience. Background: Collaboration among team members in an inter-professional environment is integral to patient safety, improving quality of care, and health outcomes. Bachelor of Science in Nursing (BSN) and Doctor of Physical Therapy (DPT) students from the same academic institution participated in inter-professional simulation experiences. Methods: Simulation activities included 1st year nursing students and 1st year DPT students using low fidelity role-plays of a patient with a wound and collaboration of 2nd year DPT students and 1st year nursing students using a high fidelity manikin and case scenarios to assess an acute medical patient. Students completed a pre-and post-test survey, which was an adapted version of the Readiness for Interprofessional Learning Scale. Students also completed a short answer questionnaire. Results: Over a two-year period, 186 students participated in the experience; 52 (28.4%) were nursing students and 131 (71.6%) were DPT students. The survey questions assessed the subscales of teamwork and collaboration, negative professional identity, and positive professional identity. Analysis using the Wilcoxon Signed Ranks test demonstrated significant positive change post-simulation. Short answer questions revealed participants perceived enhanced understanding of their colleagues’ discipline, interest in future collaboration, and enhanced communication, among disciplines following the interaction. Most participants indicated preference for future interprofessional educational experiences. Conclusion: Participants demonstrated an increased appreciation for teamwork, collaboration and knowledge of each other’s profession. Grants: N/A