Research poster describing investigation of the question: Do simulated interprofessional client encounters impact the likelihood and confidence of future healthcare professionals to work interprofessionally in practice?https://dune.une.edu/cecespring2020/1003/thumbnail.jp

Branch, Trevor

Gordon, Kristyn

Hammond, Jennifer

Hardy, Stephanie

Sanders, Jordan

Turner, Hope

English

University of New England

Printing:The Impact of Interprofessional Simulation on Future Healthcare ProfessionalsResearch QuestionPicturesWhat We Learned: How to Approach a Client• "These sessions helped us to understand our own roles and that of other healthcare professionals. It shows that working together allows for a patient to be treated more holistically as we all offer something different. After this simulation I am more likely to seek others from different professions for help and more receptive to others asking me." - Trevor Branch BSN• "I believe that the simulations have helped me tremendously to have the confidence to interact with other professionals. This experience has enabled me to understand what each profession does and how I can combine my skills with theirs to best serve a patient." - Kristyn Gordon DH• "This was an incredible experience. I was able to test my own knowledge while gaining a better understanding of how my role as a pharmacist will overlap and differ from the roles of other healthcare professionals. The simulation allowed us to all work cohesively as a team and build an all-encompassing care plan for our patient." - Jennifer Hammond COP• "This experience gave me a better understanding and appreciation for different professions. It showed me how vital it is to work interprofessionally to give the best possible care for the patient." - Stephanie Hardy PA• "The simulations gave me a better understanding of each health professional’s role and also provided me the opportunity to advocate for my profession’s distinct value. This experience reinforced the importance of collaboration, respect, and adaptability in order to provide holistic quality of care to clients." - Jordan Sanders MSOT• "If it weren’t for my teammates, I would have been at a dead end with Alex’s case. I would not have been able to offer Alex the help that he truly needed. Now that I understand this with certainty, I will not hesitate to call on other professions for help in the future." - Hope Turner COMResults of the ExperienceCase StudySpecial thank you to our facilitators, Franklin Brooks, MSW, Ph.D., LCSW andMary Aube, ___________ for their guidance.Acknowledgements• Two days of simulation sessions days with client• Each simulation day has 2, 12-minute client interactions• There is a 5-minute break between each 12-minute client interaction for a small group debrief, next plan of action, and hand-off• Big group debrief after 2nd 12-minute client interaction to discuss results and nex plan of actionTrevor Branch BSN, Kristyn Gordon DH, Jennifer Hammond COP, Stephanie Hardy PA, Jordan Sanders MSOT, and Hope Turner COM | Westbrook College of Health ProfessionalsMethodsLearning Objectives• Do simulated interprofessional client encounters impact the likelihood and confidence of future healthcare professionals to work interprofessionally in practice?• Our client: Alex– Is in his mid 20's and is the eldest of 3 siblings– He has a family history of substance misuse and relational losses– Is currently effectively homeless and unemployed– Initially sought treatment from a dental clinic– Was referred to the community health clinic for further physical and psychosocial evaluation• Patient Health and Symptom History– Periodontal disease; Visible decay on fron teeth– Ringing in ears; Occasional hearing loss– Intermittent vertigo– Neck pain– Herpes Simplex (oral)– Digestive symptoms (heartburn, diarrhea, occasional nausea and loss of appetite– Occasional feelings of sadness, hopelessness, and anxiety• We found that it was impactful to work with Alex based on his hierarchy of needs. For instance, it is difficult to tell someone to eat better if they do not have access to quality food or a kitchen. So instead of coming in and just giving Alex medical information, we decided to meet him where he is and give him the resources that would address his basic primal needs first.• We also tried to work as a cohesive group instead of segregated fields to make sure Alex knew that we were in communication and ready to provide comprehensive care to him. We did really well at trying to reiterate prior information with Alex before adding additional treatment options, so he knew that the information was the same across the board and that we were all on the same page for his treatment.• As a team, we also found that it was helpful to give everyone time to speak, both to each other and to Alex. Alex’s needs were complex, and each team member had unique insight to bring into Alex’s case. Ensuring that everyone had time to share these insights was critical to helping Alex.• In contrast, we didn’t feel like we got as much information from Alex when only one team member spoke to him for long periods of time. This was something we corrected between the first and second intervals of visit 1.• Develop a better understanding of each team member's general roles and responsibilities• Make note of similarities and differences among professions• Practice reflexive communication skills with team members• Become aware of personal biases and their effect on your perceptions• Address respectful decision-making strategies including ways to manage conflict or difference amongst team members• Exposure to motivational interviewing

The Impact Of Interprofessional Simulation On Future Healthcare Professionals

https://dune.une.edu/cgi/viewcontent.cgi?article=1003&context=cecespring2020

The Impact Of Interprofessional Simulation On Future Healthcare Professionals

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University of New England