RESUMO
ABSTRACT: Disaster simulation in nursing education has become fairly common, including both single discipline and interprofessional collaborative events. However, there is a distinct lack of information on disaster simulation involving intraprofessional, multilevel nursing students working collaboratively. Our established undergraduate disaster simulation is a required event for our final-semester senior nursing students. To collect baseline information, a quality improvement program was initiated during one simulation, with six graduate family nurse practitioner students involved as on-scene clinicians in the clinical areas. We found that several basic assumptions were incorrect and that adjustments in training were needed to make this collaborative simulation successful.
Assuntos
Desastres , Bacharelado em Enfermagem , Educação em Enfermagem , Profissionais de Enfermagem , Estudantes de Enfermagem , Humanos , Relações InterprofissionaisRESUMO
Communication with others is a core human imperative; this is especially true in health care. Individuals with intellectual disabilities often face daunting challenges in both health literacy and communicating their health needs and questions. Education for professionals in specialized communication is critical in improving care for their clients with intellectual disabilities. To address this issue, an educational framework, ID-COMMUNICATE, was created to guide improved interactions between health care providers and clients with intellectual disabilities and was further developed into a continuing education program. The modules of the ID-COMMUNICATE program focus on specialized communication techniques and strategies and related professional practice issues. This program can be disseminated in a variety of ways and is easily adapted for professionals in many disciplines. [J Contin Educ Nurs. 2019;50(1):20-25.].
