Sophie Rees, Christopher Bassford, Jeremy Dale, Zoe Fritz, Frances Griffiths, Helen Parsons, Gavin D Perkins, Anne Marie Slowther
Implementing an intervention to improve decision making around referral and admission to intensive care: Results of feasibility testing in three NHS hospitals
Journal of evaluation in clinical practice
interprofessional collaborative practice essential meeting patients needs improving health outcomes thus effectiveness interprofessional education ipe clearly identified insufficient evidence literature determine outcomes ipe compared traditional singleprofession education spe study aimed compare outcomes ipe spe simulation training course study design mixedmethods incorporated crossover design qualitative survey total 54 students including 18 medical students 36 nursing students recruited march april 2019 4week simulation course designed based kolbs experimental learning theory banduras social learning theory participants evenly divided group 1 received ipelearning followed spelearning group 2 received spelearning followed ipelearning students medical task performance team behavior performance teamwork attitude patient safety attitude collected pretest midtest posttest descriptive statistics repeated measures analysis variance used endofstudy qualitative feedback collected content analysis performed groups demonstrated moderatetolarge withingroup improvements multiple learning outcomes midtest group 1 students medical task performance f 9725 p 0001 team behavior performance f 3117 p 0001 improved significantly group 2 students medical task performance f 7777 p 0001 team behavior performance f 4014 p 0001 patient safety attitude f 682 p 001 improved significantly outcome differences groups nonsignificant qualitative themes identified included personal factor professional factor interprofessional relationship learning ipe program provided students exposure professions revealed differences expertise responsibilities ipesimulation spesimulation effective interventions enabled medical nursing students develop critical medical management team behavior performance ipesimulation provided opportunities improving competencies interprofessional collaborative practice circumstances limited teaching resources spesimulation acceptable alternative ipesimulation