Abstract
Background:
Respiratory therapists (RTs), nurses (RNs), nurse aide (NAs), and emergency medical services (EMS), are required to work together to provide care. Shared learning through interprofessional education (IPE) enhances education, and patient outcomes. The objectives are to understand student and faculty readiness for IPE and to ascertain if it is an effective teaching strategy in conjunction with the use of high-fidelity simulation for Advanced Cardiac Life Support (ACLS) instruction. A secondary goal is to explore student and faculty perceptions and attitudes toward IPE.
Methods:
60 students and 10 faculty from 4 health science programs attended a code blue simulation in the Sim Lab at Southwestern Community College (SCC). The Readiness for Interprofessional Learning Scale (RIPLS) was completed by all participants pre/post to measure readiness for and attitudes toward IPE. Data were collected using a pre-post quiz pertaining to ACLS as well as a video to assess knowledge and perceptions. Data were analyzed using descriptive statistics. Approval to undergo this study was given from the Institutional Review Board (IRB) at SCC and from the IRB at the University of North Carolina at Charlotte.
Results:
The average score on the pre quiz (67%) increased to 89%, indicating improved learning. NA and first year RT students combined saw the most improvement (54% pre, 85% post). Results demonstrated a higher degree of readiness at SCC for IPE than average. The overall mean scores of students’ readiness (79) and faculty (90) was higher than the average score on the RIPLS survey (48). Results suggest that participation in the study enhances attitudes toward IPE, collaboration, understanding of others’ roles, and confidence.
Conclusions:
The study exposed an exceptional degree of readiness and a positive attitude among participants toward IPE and the value of collaboration. The research suggests that incorporating IPE in community college health science programs using ACLS simulation yields several benefits. These include improved student learning outcomes, confidence, and knowledge as it relates to the curriculum. Faculty and student attitudes and readiness for IPE is positive. Learning using IPE increases understanding of the roles of other healthcare professions, improves confidence, enhances clinical preparation, improves communication, and promotes teamwork.
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