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Luctkar-Flude M, Baker C, Pulling C, et al. Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills. Adv Med Educ Pract. 2010;1:59-66doi: 10.2147/AMEP.S14100.
Luctkar-Flude, M., Baker, C., Pulling, C., McGraw, R., Dagnone, D., Medves, J., & Turner-Kelly, C. (2010). Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills. Advances in medical education and practice, 159-66. https://doi.org/10.2147/AMEP.S14100
Luctkar-Flude, Marian, et al. "Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills." Advances in medical education and practice vol. 1 (2010): 59-66. doi: https://doi.org/10.2147/AMEP.S14100
Luctkar-Flude M, Baker C, Pulling C, McGraw R, Dagnone D, Medves J, Turner-Kelly C. Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills. Adv Med Educ Pract. 2010 Nov 08;1:59-66. doi: 10.2147/AMEP.S14100. Print 2010. PMID: 23745064; PMCID: PMC3643131.
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Adv Med Educ Pract. 2010 Nov 08;1:59-66. doi: 10.2147/AMEP.S14100. Print 2010.

Evaluating an undergraduate interprofessional simulation-based educational module: communication, teamwork, and confidence performing cardiac resuscitation skills.

Advances in medical education and practice

Marian Luctkar-Flude, Cynthia Baker, Cheryl Pulling, Robert McGraw, Damon Dagnone, Jennifer Medves, Carly Turner-Kelly

Affiliations

  1. School of Nursing, Queen's University, Kingston, Ontario, Canada.

PMID: 23745064 PMCID: PMC3643131 DOI: 10.2147/AMEP.S14100

Abstract

PURPOSE: Interprofessional (IP) collaboration during cardiac resuscitation is essential and contributes to patient wellbeing. The purpose of this study is to evaluate an innovative simulation-based IP educational module for undergraduate nursing and medical students on cardiac resuscitation skills.

METHODS: Nursing and medical trainees participated in a new cardiac resuscitation curriculum involving a 2-hour IP foundational cardiac resuscitation skills lab, followed by three 2-hour IP simulation sessions. Control group participants attended the existing two 2-hour IP simulation sessions. Study respondents (N = 71) completed a survey regarding their confidence performing cardiac resuscitation skills and their perceptions of IP collaboration.

RESULTS: Despite a consistent positive trend, only one out of 17 quantitative survey items were significantly improved for learners in the new curriculum. They were more likely to report feeling confident managing the airway during cardiac resuscitation (P = 0.001). Overall, quantitative results suggest that senior nursing and medical students were comfortable with IP communication and teamwork and confident with cardiac resuscitation skills. There were no significant differences between nursing students' and medical students' results. Through qualitative feedback, participants reported feeling comfortable learning with students from other professions and found value in the IP simulation sessions.

CONCLUSION: Results from this study will inform ongoing restructuring of the IP cardiac resuscitation skills simulation module as defined by the action research process. Specific improvements that are suggested by these findings include strengthening the team leader component of the resuscitation skills lab and identifying learners who may benefit from additional practice in the role of team leader and with other skills where they lack confidence.

Keywords: interprofessional education; medical education; nursing education; simulation; undergraduate education

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