Interdisciplinary Learning & Collaboration

Did you know that according to the Joint Commission, the leading root cause of sentinel events in the hospital are caused by breakdowns in communications?  In response to this situation, the Joint Commission issued National Patient Safety Goals, with improving the effectiveness of communication among the healthcare team as well as a culture that promotes team training as priorities (Joint Commission in Dillon, Noble & Kaplan, 2009).  The American Association of Critical Care Nurses (AACN) also recommends that the healthcare team has access to educational activities that foster the development of critical communication skills (AACN in Dillon, et al., 2009).

Interdisciplinary collaboration not only involves understanding roles, developing skills and identifying expectations, but also valuing the contribution of each member of the healthcare team (Dillon, et al., 2009).  The successful interdisciplinary approach is built on a foundation of trust and mutual respect (Dillon, et al., 2009).  High fidelity patient simulation (HFPS) cultivates the development of clinical decision making, clinical skills as well as communication and teamwork.  In their study of interdisciplinary HFPS, Dillon, Noble and Kaplan found that the collaborative education resulted in mutual respect and valuing of the of the team members’ roles, as well as improved communication and teamwork (2009).

Interdisciplinary Learning with Technology in the Simulation Lab 

How does this look in academic nursing education?  In Dillon, Noble and Kaplan’s study, the authors were able to coordinate simulation with both nursing and medical students and demonstrated professional socialization as a result of their program.  Rochester is rich with both nursing schools and a large medical center, so it seems that emulating a similar program is plausible.  The impact that HFPS has on clinical quality and patient safety makes exploring interdisciplinary simulation in education both intriguing and perhaps even essential.  The NLN Simulation Innovation Resource Center offers an online course for the nurse educator coordinating Simulation-Based Interprofessional Education.     

Interestingly enough, my only exposure to simulation has been the interdisciplinary variety in my role as a hospital nurse educator on an OB unit.  Utilizing both high and low fidelity mannequins as well as standardized patients, the simulations range from shoulder dystocia, obstetric hemorrhage, eclamptic seizures, to neonatal emergencies.  One of the main objectives is always the effective communication and teamwork.  Over the last several years, simulation with debriefing as ongoing education has become part of my unit’s culture.  My partner and I have collected data from beginning our simulation program which demonstrates an improvement in critical clinical skills, communication and teamwork behaviors.  Though harder to track, the hope is that the improvement in simulation translates to increased positive outcomes and patient safety in real practice.

 

Developing scenarios for simulation can be challenging.  Often in the hospital setting, I will develop a scenario based on current issues or trends on the unit, a new protocol for patient care, or a high risk procedure or situation.  There are many free scenarios available on the internet for nurse educators to explore.  Sim Central offers a comprehensive list of Resources for Free Scenarios in a variety of specialties.  In order to encourage a safe learning environment with trust and respect, I review a modified version of URMC’s Ground Rules for Simulation and Debriefing in the briefing phase of simulation.  Participants then have a clear understanding of the expectations of simulation, and are able to “suspend disbelief,” making the scenario more realistic and engaging. 

Until my next adventure,

Crystal

Reference

Dillon, P., Noble, K., & Kaplan, L. (2009). Simulation as a means to foster collaborative interdisciplinary education. Nursing Education Perspectives, 30(2), 87-90.