Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students

© 2017 International Nursing Association for Clinical Simulation and Learning Background Interprofessional education is essential for developing a collaborative workforce. However, interprofessional education is not the norm in health professional education in China. More evidence is needed to testi...

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Main Authors: Jin Na Wang, Marcia A. Petrini
Format: Journal
Published: 2018
Online Access:https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85037345419&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/43844
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Institution: Chiang Mai University
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spelling th-cmuir.6653943832-438442018-01-24T04:14:13Z Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students Jin Na Wang Marcia A. Petrini © 2017 International Nursing Association for Clinical Simulation and Learning Background Interprofessional education is essential for developing a collaborative workforce. However, interprofessional education is not the norm in health professional education in China. More evidence is needed to testify to the effectiveness of interprofessional education. This study describes the process of developing a simulation-based interprofessional intervention in academic settings in China and explores the impacts on baccalaureate health students. Methods A quasi-experimental, pre and post design was used. Thematic analysis analyzed the students’ feedback in debriefing. Results Satisfaction with the simulated interprofessional learning experience was high. Positive attitudinal changes towards teamwork were expressed after simulation; however, significant gaps existed in the students’ team performance. Also, the nursing students’ prescores and postscores of teamwork attitudes were lower than the medical students. Conclusion Further studies should address: (a) building a more comprehensive, constructive organizational culture through integrating patient-centered, holistic care model in all health curriculum designs; (b) threading interprofessional education and collaborative practice in the entire trajectory of professional education, assessing of the impact of doing so, and redesigning the clinical learning to improve students’ actual performance; and (c) exploring Chinese students’ perceptions of different components of simulation, and engaging them in the simulation design. 2018-01-24T04:14:13Z 2018-01-24T04:14:13Z 2018-02-01 Journal 18761399 2-s2.0-85037345419 10.1016/j.ecns.2017.09.002 https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85037345419&origin=inward http://cmuir.cmu.ac.th/jspui/handle/6653943832/43844
institution Chiang Mai University
building Chiang Mai University Library
country Thailand
collection CMU Intellectual Repository
description © 2017 International Nursing Association for Clinical Simulation and Learning Background Interprofessional education is essential for developing a collaborative workforce. However, interprofessional education is not the norm in health professional education in China. More evidence is needed to testify to the effectiveness of interprofessional education. This study describes the process of developing a simulation-based interprofessional intervention in academic settings in China and explores the impacts on baccalaureate health students. Methods A quasi-experimental, pre and post design was used. Thematic analysis analyzed the students’ feedback in debriefing. Results Satisfaction with the simulated interprofessional learning experience was high. Positive attitudinal changes towards teamwork were expressed after simulation; however, significant gaps existed in the students’ team performance. Also, the nursing students’ prescores and postscores of teamwork attitudes were lower than the medical students. Conclusion Further studies should address: (a) building a more comprehensive, constructive organizational culture through integrating patient-centered, holistic care model in all health curriculum designs; (b) threading interprofessional education and collaborative practice in the entire trajectory of professional education, assessing of the impact of doing so, and redesigning the clinical learning to improve students’ actual performance; and (c) exploring Chinese students’ perceptions of different components of simulation, and engaging them in the simulation design.
format Journal
author Jin Na Wang
Marcia A. Petrini
spellingShingle Jin Na Wang
Marcia A. Petrini
Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students
author_facet Jin Na Wang
Marcia A. Petrini
author_sort Jin Na Wang
title Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students
title_short Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students
title_full Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students
title_fullStr Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students
title_full_unstemmed Impacts of a Simulation-Based Interprofessional Intervention on Chinese Health Students
title_sort impacts of a simulation-based interprofessional intervention on chinese health students
publishDate 2018
url https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85037345419&origin=inward
http://cmuir.cmu.ac.th/jspui/handle/6653943832/43844
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