Interprofessional communication in the care of adults with cancer: exploring clinicians' perceptions of team rounding.

Interprofessional communication (IPC) is important for the inpatient oncology team due to the complexity and acuity of oncology patients. One intervention used to improve IPC is team rounding, yet few researchers have explored experiences of team members with team rounding. In this study, 12 interviews were conducted with providers from five different professions: Nursing Assistant, Registered Nurse, Pharmacist, Advanced Practice Provider, and Physician.

A Multisite Study Demonstrates Positive Impacts to Systems Thinking Using a Table-top Simulation Experience.

Background: Systems thinking (ST) is the ability to recognize, understand, and synthesize interactions and interdependencies in a set of components designed for a purpose. Systems thinking has been shown to improve systems and decrease error. Despite these benefits, ST has not yet been consistently integrated into all health care education programs.

Coproducing Health Professions Education: A Prerequisite to Coproducing Health Care Services?

In 2016, Batalden et al proposed a coproduction model for health care services. Starting from the argument that health care services should demonstrate service-dominant rather than goods-dominant logic, they argued that health care outcomes are the result of the intricate interaction of the provider and patient in concert with the system, community, and, ultimately, society. The key notion is that the patient is as much an expert in determining outcomes as the provider, but with different expertise.

Designing and implementing asynchronous online deliberate practice to develop interprofessional communication competency.

Communicating with healthcare providers is a core tenant in the Quality and Safety Education for Nurses and Institute of Medicine teamwork and collaboration competency but remains a major concern for pre-licensure nursing students and novice nurses. Pre-licensure nursing students rarely have opportunities to practice interprofessional communication skills with other healthcare providers even though lack of this skill competency may lead to patient harm. This article explores the feasibility of using story-guided online deliberate practice sessions as an educational strategy to improve students' interprofessional critical communication competency.

Developing an Innovative Statewide Infrastructure and Model for Delivering Continuing Interprofessional Education: The North Carolina AHEC Initiative.

Introduction: North Carolina AHEC (NC AHEC) leadership recognized that continuing interprofessional education (CIPE) is vital for improving patient care and outcomes. Rather than train and educate in professional silos, interprofessional education presented an opportunity to reframe continuing education (CE) to improve the integration of care delivery and outcomes.

Methods: In April 2014, two regional AHECs collaborated to design a statewide initiative for AHEC CE leaders, CE professionals, and CE faculty to learn about integrating interprofessional education into CE planning and implementation.

Implementing the standards of best practice for simulation.

The Standards of Best Practice: Simulation are a resource for quality and consistency of simulation, evaluation of outcomes, and improvement of simulation programs. The Standards provide guidelines for practice and a vital framework for strategic planning, research, and faculty development. This article discusses challenges and shares approaches to enhance implementation of the Standards into practice to improve education, increase patient safety, and reduce variability in simulation experiences.

Interprofessional education: a survey of students' collaborative competency outcomes.

This study examines students' collaborative competencies after participating in an interprofessional education (IPE) course offered to undergraduates in nursing, medicine, and pharmacy. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) was foundational to the course. The Interprofessional Collaborative Competency Attainment Survey was administered to 33 students who had successfully completed the interprofessional education course; 17 students completed the survey, for a response rate of 52%.

Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaboration.

Objectives: The authors conducted a randomised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of student teamwork knowledge, skills, and attitudes.

Methods: The authors recruited 203 senior nursing students and 235 fourth-year medical students (total N = 438) from two major universities for a 1-day interdisciplinary teamwork training course. All participants received a didactic lecture and then were randomly assigned to one of four educational methods didactic (control), audience response didactic, role play and human patient simulation.

Education to bridge the quality gap: a case study approach.

Educators are challenged to integrate quality and safety concepts into nursing curricula, staff development, and continuing education. This article presents an unfolding case study simulation for urinary tract infection highlighting Quality and Safety Education for Nurses (QSEN) competencies.

Using clinical simulations in geriatric nursing continuing education.

Accompanying an increased number of older adults in the population is the need for knowledgeable and clinically competent nurses to provide care for this group, especially those experiencing sudden changes in health status. A continuing education program was designed to improve geriatric nursing competencies through the use of clinical simulations. Three-day nurse educator institutes and one-day workshops for registered and licensed practical nurses were offered to 312 nurses.

Exercise and heart rate recovery.

Purpose: This study examines whether heart rate recovery (HRR) improves as a result of exercise training during cardiac rehabilitation (CR).

Methods: A retrospective study was performed that included 100 patients who completed phase II CR and had entry and exit exercise stress tests. HRR was compared for the sample.

Effective resuscitation by nurses: perceived barriers and needs.

Nurses work in a variety of clinical settings. Some of these areas involve care of patients with acute illnesses while others do not. No matter in which setting a nurse works, the possibility exists that he or she will participate in the resuscitation of a patient.