TY - JOUR
T1 - Interprofessional education
T2 - A controlled trial of a shared-learning skills simulation between RN & OT students
AU - Spencer, Julie A.
AU - Taff, Steven D.
AU - Chen, Ling
N1 - Publisher Copyright:
© 2019 Elsevier Inc.
PY - 2019/6
Y1 - 2019/6
N2 - Background: Interprofessional education (IPE) in healthcare aims to enhance collaborative, evidence-based care. Case-based IPE scenarios incorporating clinical evidence and professional role information may enhance knowledge. Purpose: This study compared transfers, mobility, and positioning knowledge, professional role knowledge, and IPE readiness between registered nurse (RN) and occupational therapy (OT) students who participated in either case-based IPE simulation or separate profession-specific education. Method: Pre/post knowledge tests and Readiness for Interprofessional Learning Scale (RIPLS) surveys were used. Discussion: The IPE group had statistically significant improvement in overall knowledge (p =.0478) and 12 of 19 readiness items, but not role knowledge (p =.2714), versus control group. Statistical significance was noted for overall knowledge between RN and OT groups (p =.0311) and within the RN group (RN intervention versus RN control) (p =.0039), and for role knowledge in the same groups (p =.0303 and p =.0126, respectively). Conclusions: The results provide evidence for case-based, shared learning with RN and OT students in simulation.
AB - Background: Interprofessional education (IPE) in healthcare aims to enhance collaborative, evidence-based care. Case-based IPE scenarios incorporating clinical evidence and professional role information may enhance knowledge. Purpose: This study compared transfers, mobility, and positioning knowledge, professional role knowledge, and IPE readiness between registered nurse (RN) and occupational therapy (OT) students who participated in either case-based IPE simulation or separate profession-specific education. Method: Pre/post knowledge tests and Readiness for Interprofessional Learning Scale (RIPLS) surveys were used. Discussion: The IPE group had statistically significant improvement in overall knowledge (p =.0478) and 12 of 19 readiness items, but not role knowledge (p =.2714), versus control group. Statistical significance was noted for overall knowledge between RN and OT groups (p =.0311) and within the RN group (RN intervention versus RN control) (p =.0039), and for role knowledge in the same groups (p =.0303 and p =.0126, respectively). Conclusions: The results provide evidence for case-based, shared learning with RN and OT students in simulation.
KW - Attitude
KW - IPE
KW - Interprofessional education
KW - Interprofessional learning
KW - Nursing
KW - Occupational therapy
KW - RIPLS
KW - Simulation
UR - http://www.scopus.com/inward/record.url?scp=85063112195&partnerID=8YFLogxK
U2 - 10.1016/j.xjep.2019.02.006
DO - 10.1016/j.xjep.2019.02.006
M3 - Article
AN - SCOPUS:85063112195
SN - 2405-4526
VL - 15
SP - 75
EP - 81
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
ER -