The Effects of Interprofessional Pediatric End-of-Life Simulation on Communication and Role Understanding in Health Professions Students.

The purpose of this study was to analyze the impact of interprofessional pediatric end-of life simulations for health professions students. A quasiexperimental design was used with three TeamSTEPPS® tools. Forty-one students were enrolled (nursing = 20, medicine = 10, pharmacy = 10, public health = 1). TeamSTEPPS 2.0 Teamwork Attitudes Questionnaire and Teamwork Perceptions Questionnaire analysis indicated a significant difference in mean pretest and posttest scores (p = .015 and p = .028, respectively). The Team Performance Observation Tool indicated statistical significance between simulations (p < .001, df = 18, r = .8). Simulations were significantly related to an increase in faculty observation scores, TeamSTEPPS 2.0 Teamwork Attitudes Questionnaire pre-post scores, and TeamSTEPPS 2.0 Teamwork Perceptions Questionnaire pre-post scores.

Health science center faculty attitudes towards interprofessional education and teamwork.

The attitudes of faculty towards interprofessional education (IPE) and teamwork impact the education of health professions education (HPE) students. This paper reports on a study evaluating attitudes from health professions educators towards IPE and teamwork at one academic health science center (HSC) where modest IPE initiatives have commenced. Drawing from the results of a previous investigation, this study was conducted to examine current attitudes of the faculty responsible for the training of future healthcare professionals. Survey data were collected to evaluate attitudes from HSC faculty, dentistry, nursing, medicine, pharmacy and public health. In general, positive HSC faculty attitudes towards interprofessional learning, education, and teamwork were significantly predicted by those affiliated with the component of nursing. Faculty development aimed at changing attitudes and increasing understanding of IPE and teamwork are critical. Results of this study serve as an underpinning to leverage strengths and evaluate weakness in initiating IPE.

Rapidly Evolving Outbreak of a Febrile Illness in Rural Haiti: The Importance of a Field Diagnosis of Chikungunya Virus in Remote Locations.

Although rarely fatal, chikungunya virus (CHIKV) infection can lead to chronic debilitating sequelae. We describe the outbreak of suspected CHIKV in 93 subjects who presented voluntarily over 2 months to a remote rural Haitian general medical clinic staffed by international health care providers. Diagnosis was made on clinical signs and symptoms because no serum analysis was available in this remote rural site. The subjects were 18.0 ± 16.2 (median ± standard deviation) years of age and were of similar gender distribution. The presenting vital signs included a temperature of 102.3°F ± 0.6°F with fever lasting for 3.0 ± 0.7 days. Symptoms mainly consisted of symmetrical polyarthralgias in 82.8%, headache in 28.0%, abdominal pain in 17.2%, cough in 8.6%, maculopapular rash in 30.0%, and extremity bullae in 12.9%. In 84.9% of subjects, symptoms persisted for 7.1 ± 8.3 days with 16.1% having ongoing disability due to persistent pain (≥ 14 days duration). There were no deaths. In Haiti, especially in remote, rural regions, the risk for CHIKV spread is high given the shortage of detection methods and treatment in this tropical climate and the lack of preventative efforts underway. Implications for global public health are likely, with outbreak expansion and spread to neighboring countries, including the United States.

Collaborating to implement interprofessional educational competencies through an international immersion experience.

Interprofessional collaborative practice is the key to safe, high-quality, accessible, patient-centered care. Achieving this requires the development of interprofessional competencies by health professions students as part of the learning process so that they enter the workforce ready to practice effective team-based care. The authors describe how the immersion process of an international short-term medical mission experience can intensify interprofessional learning by addressing selected Interprofessional Education Collaborative (IPEC), 2011, Core Interprofessional Education Competencies.

A faculty development collaborative in interprofessional simulation.

This article describes a project that was funded through the Texas Center for Nursing Workforce Studies and the Texas Team. A strategic plan presented to the governor of Texas in 2008 by the Texas Team provided strategies addressing nursing education capacity in Texas, with the goal of increasing the number of nursing graduates to meet forecasted needs. The Central Texas Region identified the increasing use of clinical simulation as one way to meet a subset of goals and objectives of the plan. With this pedagogy being new, it was determined through a needs assessment that faculty development in simulation was a priority. This article will discuss the collaboration of 12 nursing programs and practice partners to provide faculty development in clinical simulation. Four workshops were held across the region, during which time six interprofessional simulation scenarios were written and clinical simulation experts identified at each of the schools and participating practice facilities. As a result of the faculty development in clinical simulation, 80% of the respondents reported that simulation has increased in their nursing programs, and 30% reported having increased student enrollment because of the faculty's ability to increase the use of simulation.

Comparison of traditional and accelerated baccalaureate nursing graduates.

Accelerated nursing programs have been one effort to attract nursing students. The author discusses the results of the study that compared traditional to accelerated students to determine their success on the NCLEX-RN.

Lessons learned from 12 years of teaching second-degree BSN students.

Second-degree BSN-accelerated nursing programs are no longer considered new or rare, with many schools of nursing having programs that have been in place for over a decade. Auburn University is one such school. The focus and motivation of these students make teaching them challenging and rewarding. The authors describe lessons learned including how to promote socialization of accelerated nursing-degree students and use faculty resources efficiently.

Increasing cultural competence in nursing through international service-learning experiences.

As society becomes increasingly culturally diverse, preparing nursing students to become culturally competent practitioners has become more critical. The authors share one school's experience with the development and implementation of a cross-cultural, international, service-learning experience. Discussion will include the development of an elective nursing course with cross-cultural content and the implementation of an international service-learning trip to Quito, Ecuador.

Lessons learned from 12 years of teaching second-degree BSN students.

Second-degree BSN-accelerated nursing programs are no longer considered new or rare, with many schools of nursing having programs that have been in place for over a decade. Auburn University is one such school. The focus and motivation of these students make teaching them challenging and rewarding. The authors describe lessons learned including how to promote socialization of accelerated nursing-degree students and use faculty resources efficiently.

Comparison of traditional and accelerated baccalaureate nursing graduates.

Accelerated nursing programs have been one effort to attract nursing students. The author discusses the results of the study that compared traditional to accelerated students to determine their success on the NCLEX-RN.

Comparison of traditional and accelerated baccalaureate nursing graduates.

Accelerated nursing programs have been one effort to attract nursing students. The author discusses the results of the study that compared traditional to accelerated students to determine their success on the NCLEX-RN.

Impact of a service-learning project on nursing students.

This article describes the incorporation of a service-learning project in a maternal-infant health course in a baccalaureate nursing program. Partnership goals between university faculty and project Early Head Start were to develop and implement a clinical education experience that not only enhanced services to teenage mothers, but also taught students key elements in the delivery of community services to this vulnerable population. This article examines the impact of the service-learning experience on students' understanding of diversity, perceptions of social responsibility in community service, and health care issues. Implications for faculty investment of time and resources are also explored.

A systematic evaluation plan that works.

Systematic assessment and evaluation of program outcomes results in program improvement. The authors discuss the evaluation of educational effectiveness standard components of critical thinking, therapeutic nursing intervention and communication and mechanisms that insure faculty participation in evaluation.