ABSTRACT
Compliance with evidence-based shift report practices varies, and handoff processes are often inconsistent, increasing the risk for compromised patient safety. This pilot study evaluated registered nurse adherence to and self-efficacy with evidence-based shift report practices presimulation and postsimulation. Statistically significant increases in adherence to and self-efficacy with shift report practices after simulation were noted. Simulation offers nursing professional development practitioners a feasible method to enhance practice competency and standardization of care during registered nurse shift report.
Subject(s)
Nurses , Nursing Staff, Hospital/education , Patient Handoff/standards , Simulation Training/methods , Hospitals , Humans , Middle Aged , Nursing Assessment , Patient Safety , Pilot Projects , Research Report , Self Efficacy , Surveys and QuestionnairesABSTRACT
PROBLEM: Preparing health professional students for interprofessional collaborative practice, especially at a distance where provider shortages prevail remains difficult. APPROACH: A two-week interprofessional education (IPE) immersion experience preparing students from 11 disciplines and four universities was implemented. Week-one, using online technology, students develop/present an interprofessional careplan for a complex patient. Students then meet face-to-face to conduct group interviews with two standardized patient dyads. Week-two, students develop a website for use of the patient dyads. Websites are presented to faculty and fellow students via an online virtual meeting space. OUTCOMES: To date, 594 students have participated demonstrating capacity to: 1.effectively engage in interprofessional care, 2. utilize Telehealth to impact care and break down barriers of isolation, and 3. implement skills to advance healthcare. CONCLUSION: IPE combined with Telehealth technology provides future providers with knowledge and skills for interprofessional care regardless of geographic barriers. Next Step: Integrate more technology using mobile devices and enhance the evaluation process.
Subject(s)
Clinical Competence , Interprofessional Relations , Telemedicine/organization & administration , Telenursing/education , Adult , Cooperative Behavior , Female , Humans , Male , Program Evaluation , Young AdultABSTRACT
PURPOSE: The purpose of this study was to describe the informed consent and assent experience for oncology research from the perspective of the participants: adolescents, their parents, and their physician providers. DESIGN & METHODS: This descriptive mixed-methods study included the pilot use of the Quality of Informed Consent Questionnaire (QuIC) with an adolescent population and semi-structured interviews with adolescents, their parents, and their physician providers within 48-72 hours of the informed consent and assent discussion for a pediatric oncology clinical trial and again 6-9 weeks later. RESULTS: Adolescents and their parents scored considerably lower on part A of the QuIC than part B indicating a lower level of objective understanding of key elements of informed consent and assent. Qualitative interviews highlight participants' self-reported poor memory or recollection of key details of the informed consent and assent discussion paralleling the QuIC findings for objective understanding. CONCLUSION: Findings from this pilot descriptive study suggest that adolescents and their parents feel more informed than they actually are. This dichotomy of experience seems to have been mitigated by a strong sense of trust in and connection with their physician provider. PRACTICE IMPLICATIONS: Further exploration of adolescent and parent viewpoints regarding what they value as important in the content of the informed consent and assent and how that content is delivered is warranted. Additionally, understanding the origin of participants' misunderstanding of the key elements of consent and assent may illuminate areas for future intervention-based research focused on improving the overall quality of informed consent and assent discussions.
