ABSTRACT
The didactic portion of TeamSTEPPS®, which focuses on teaching teamwork and communication, coupled with interactive simulation methods provides a unique interprofessional education (IPE) learning environment. Across the literature there are a wide variety of such programs described, but there is not a consensus on the most effective methodology. A systematic review was therefore undertaken to synthesize, critically appraise, and evaluate existing literature on IPE programs that utilize didactic TeamSTEPPS in conjunction with interactive healthcare simulation. EBSCO and PubMed databases were searched from inception through March 2017 using predetermined inclusion and exclusion criteria. The initial search yielded 66 articles which was reduced to 42 peer-reviewed publications after duplicates were removed. An additional 2 articles were identified via hand search. Therefore, 44 articles were identified and reviewed and 11 studies met all inclusion criteria. Critical appraisal was performed using The Medical Education Research Study Quality Instrument and Newcastle-Ottawa Scale-Education instruments. The outcome measures associated with each program as well as specifics of the didactic portion and interactive healthcare simulation are further explored in this review. It is anticipated that the findings from this systematic review will aid in the development of future evidence-based interprofessional programs.
ABSTRACT
BACKGROUND: Most graduate nursing education curricula naturally segregate students by role as they move into their role-specific coursework and clinical experiences. Segregation diminishes the opportunity for students to form important intraprofessional relationships. Intraprofessional collaboration can potentiate the influence of advanced practice nurses on individual patients, patient populations, and larger health care systems. METHOD: This pilot program paired clinical nurse specialists and nurse practitioner students in immersion clinical practicum experiences aimed to increase their understanding of each other's role and potential avenues for collaboration in future practice. RESULTS: Students report increased levels of understanding of each other's roles and scope of practice. Pairing students in immersion experiences broadens their clinical reach and potentiates their influence on vulnerable patient populations. CONCLUSION: Findings indicate that this pilot program can be sustained. Benefits to early and focused intraprofessional educational experiences include increased awareness of advanced practice roles, scope of practice, and potential avenues for future collaboration. [J Nurs Educ. 2017;56(12):748-751.].
Subject(s)
Education, Nursing, Graduate/organization & administration , Interprofessional Relations , Nurse Clinicians/education , Nurse Practitioners/education , Organizational Innovation , Preceptorship/organization & administration , Students, Nursing/psychology , Humans , Nurse's Role/psychology , Nursing Education Research , Nursing Evaluation Research , Pilot ProjectsABSTRACT
In an age of increasing focus on expanding the opportunity of clinical research trial participation to broader patient populations, the clinical research nurse (CRN) has become an essential member of the clinical research team. The CRN is responsible for many roles and aspects of clinical trial management. Clarification of these roles and responsibilities will be provided in this article.
