DEVELOPMENT OF INTERPROFESSIONAL COMPETENCIES FOLLOWING A SIMULATED HOME VISIT: A QUALITATIVE STUDY OF STUDENTS’ WRITTEN REFLECTIONS

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Haleigh Nicole Jones (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: Background: Simulated learning can prepare interprofessional student teams for collaborative clinical practice through the demonstration of skills and competencies in a realistic, controlled clinical setting. The home as a clinical setting provides a context for interprofessional care that requires communication, mutual respect, and role clarity. How interprofessional teams of students work together to reach a shared mental model about complex patient health problems and their management following a simulated home visit is unknown. The purpose of this study was to explore physical therapy and nursing student teams’ perceptions of the interprofessional process used to develop an integrated care plan following a simulated home visit. Methods: This study utilized a qualitative descriptive design. Written responses to five reflection questions were analyzed with responses provided by a convenience sample of pre-licensure nursing and physical therapy student teams (n=14) following a simulated home visit. Data analysis followed a conventional approach to content analysis. Results: The findings from this study suggest three primary themes: clarifying roles, mutual approach, and appreciation for interprofessional care. Discussion: Perceptions of interprofessional student teams reflect competencies and subcompetencies for interprofessional collaborative practice (IPEC, 2016). More research is needed to explore how student teams’ resolve disputes and use knowledge of other disciplines to assess and address patient health care needs.

Additional Information

Publication

Thesis

Language: English

Date: 2023

Subjects

Interprofessional education, simulation, student perceptions

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