Interprofessional simulation training's impact on process and outcome team efficacy beliefs over time.

Introduction: Recent findings suggest that process and outcome-based efficacy beliefs are factorially distinct with differential effects for team performance. This study extends this work by examining process and outcome efficacy (TPE, TOE) of interprofessional (IP) care teams over time. Methods: A within-team, repeated measures design with survey methodology was implemented in a sample of prelicensure IP care teams performing over three consecutive clinical simulation scenarios. TPE and TOE were assessed before and after each performance episode. Results: Initial baseline results replicated the discriminant validity for TPE and TOE separate factors. Further findings from multilevel modelling indicated significant time effects for TPE convergence, but not TOE convergence. However, a cross-level interaction effect of 'TOE(Start-Mean)×Time' strengthened TOE convergence over time. A final follow-up analysis of team agreement's substantive impact was conducted using independent faculty-observer ratings of teams' final simulation. Conclusion: Independent sample t-tests of high/low-agreement teams indicated support for agreement's substantive impact, such that high-agreement teams were rated as significantly better performers than low-agreement teams during the final simulation training. We discuss the substantive merit of methodological within-team agreement as an indicator of team functionality within IP and greater healthcare-simulation trainings at-large.

Mindfulness fostering of interprofessional simulation training for collaborative practice.

Introduction The setting demands imposed by performing in new, interdisciplinary cultures is common for modern healthcare workers. Both health science students and evidence-based workers are required to operate in professional cultures that differ from their own. As health organisations have placed increasing value on mindfulness for improving performance outcomes, so too have educational administrators embraced common, mindful competencies for improving training for improved patient outcomes. The training of future clinicians for diversified care. teams and patient populations has become known as interprofessional education (IPE). Although the goals for IPE suggest that individual differences in trait mindfulness may serve an important determinant for training effectiveness, it has gone unstudied in extant simulation training research. MethodsTo fill this gap, in this paper, we examine trait mindfulness' predictive power for training outcomes across two IPE cohort samples using two, prospective observational designs. Results Study 1's Findings supported trait mindfulness' prediction of perceived teamwork behaviours in training simulations between medical and nursing students (n=136). In study 2's expanded sample to five health professions (n=232), findings extended trait mindfulness' prediction of team efficacy and skill transfer, assessed 1 month after training. Conclusion A final, follow-up assessment 16 months later extended mindfulness' predictive validity to knowledge retention and teamwork attitudes. We discuss the theoretical and practical implication of our findings for advancing mindfulness research and IPE effectiveness assessment.

Assessment of the Readiness for Interprofessional Learning Scale (RIPLS): An item response theory analysis.

This short report aims to bring evidence from modern psychometric methods to bear on a popularly deployed questionnaire in interprofessional education (IPE) assessment. Specifically, three interrelated problems raised against the Readiness for Interprofessional Learning Scale (RIPLS) are examined in a study with 280 medical and nursing student participants. Firstly, findings support RIPLS overall reliability, but fail to support subscale reliabilities. Secondly, findings indicate a strong, general factor underlying the RIPLS that supports unidimensional interpretations. Thirdly, findings support the RIPLS potential sensitivity to changes with appropriate lower ranges for our pre-training student sample. Recommendations for refinement to the RIPLS include: use of more appropriate reliability indices; factor generalizability; and a subset of items. More generally, refinement is possible, whereas RIPLS disuse or continued misuse with problematic scales is likely to hinder progress in the field of IPE.

Investigating predictive power of agency and communion for interprofessional learner outcomes: A before-after study.

As interprofessional education (IPE) continues to be instituted, much attention has been paid to training-intervention effectiveness. Less attention has been paid to the selection side of the IPE model; however, efficient delivery is necessary to sustain the development of IPE. This short report investigates the "two big social cognitions" (agency and communion) as individual-difference predictors of attitude change and knowledge acquisition. A 3-week before-after observational design with survey methodology was conducted in a pre-licensure IPE setting (n = 82). Results indicated significant interactions of agency and communion in predicting learner outcomes. Our findings should stimulate future IPE researchers to identify additional, selection-relevant design factors (e.g., individual differences) that may enhance comparative-effectiveness of IPE.