ABSTRACT
BACKGROUND: This paper describes the rapid conversion of a face-to-face interprofessional (IP) disaster simulation to an online format in response to COVID-19 campus closures. METHODS: The online disaster simulation utilized internet-based tools allowing real-time collaboration between IP students. Team exercises involved disaster triage, disease outbreak investigation, and disaster response. Surveys measuring self-assessment of various IP skills and simulation learning outcomes (SLOs) were compared with responses from previous face-to-face simulations. RESULTS: Results indicated mean scores for IP skills were higher for online students when compared with in-person simulations, and all SLOs were met. CONCLUSIONS: The online disaster simulation provided an effective, innovative IP educational opportunity.
ABSTRACT
BACKGROUND: Nurses are members of interprofessional cadres of health care professions with vital roles as disaster shelter volunteers and leaders for recovery efforts. Nurses must be equipped with the skills needed to care for communities postdisaster. Providing students with opportunities to engage in interprofessional simulated disaster experiences is an effective method for preparing them to work in leadership roles during disasters. This article describes a case study in the use of simulation to enhance health care students' knowledge and interprofessional collaboration roles in disaster management. METHOD: The Disaster Aftermath Interprofessional Simulation (DAIS) tabletop exercise was developed by nursing and public health faculty. RESULTS: Students prioritized health interventions and investigated a foodborne outbreak in an emergency shelter. Students applied knowledge from their respective disciplines, collaborating to develop plans to protect populations. CONCLUSION: The DAIS is an innovative method for preparing nursing students to work as interprofessional team members in disaster response and recovery. [J Nurs Educ. 2020;59(6):353-356.].
Subject(s)
Disaster Planning/organization & administration , Interprofessional Relations , Patient Care Team/organization & administration , Patient Simulation , Simulation Training/organization & administration , Cooperative Behavior , Humans , Organizational Case Studies , Students, Nursing/statistics & numerical dataABSTRACT
The objective of the study was to evaluate strategies and barriers to recruiting Asians and Pacific Islanders (API) with type 2 diabetes, into clinical trials. Descriptive statistics and content analysis were utilized to analyze reasons for non-participation. A "talk story" interview method was employed to recruit participants and uncover reasons for non-participation. A total of 1891 potential participants were identified and 340 declined participation. Eighty who declined were randomly selected to provide their reasons for non-participation. Socioeconomic issues faced by this population, such as earning wages to meet basic needs and care giving took precedence over altruistic participation in research.
Subject(s)
Asian People/psychology , Clinical Trials as Topic/psychology , Diabetes Mellitus, Type 2/psychology , Native Hawaiian or Other Pacific Islander/psychology , Patient Participation/psychology , Attitude to Health , Communication Barriers , Diabetes Mellitus, Type 2/therapy , Female , Humans , Male , Motivation , Patient Acceptance of Health Care/ethnology , Self Care/psychologyABSTRACT
Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new methods. Faculty at the University of Hawaii at Manoa, School of Nursing and Dental Hygiene have taken an innovative approach of using logic models to further enhance critical thinking. This article presents an application of varying experiences and methods of using logic models to support the development of critical thinking and reasoning skills in nursing students. The processes in which logic models are used in the curriculum are described. The models are used to connect concepts from concrete to abstract levels in diverse and often nonlinear diagrams, guided discourse, and written assignments. The specific instructional methods used include concept mapping, concept papers, conceptual linking, and substruction.
