Child Health Nursing Research

Korean Academy of Child Health Nursing (한국아동간호학회)
권호 표지
DOI QR코드

DOI QR Code

Core educational components of interprofessional education in pediatric emergencies: An integrated review

  • Received : 2021.02.28
  • Accepted : 2021.04.08
  • Published : 2021.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

Purpose: This study was conducted to explore the core educational components of interprofessional education (IPE) for pediatric emergencies to establish a basis for interprofessional simulation education. Methods: Using Whittemore and Knafl's integrative review method, we searched for studies in PubMed, Embase, Cochrane Library, CINAHL, and four South Korean databases (RISS, NDSL, DBpia, and KISS). Results: We identified 21 studies on the general characteristics of IPE in pediatric emergency situations and integrated the core components of IPE according to a PRISMA flowchart. Three core components were identified (individual - competent professionals, team - cooperative professions, and outcome - optimal achievement), with the subthemes of role and responsibility, clinical judgment, performance, leadership, communication, teamwork, patient safety, and quality improvement. Conclusion: We recommend that IPE pediatric emergencies should contain the three dimensions of these core components to enhance individual and team performance and to promote optimal achievement in terms of patient outcomes. IPE programs should consider these characteristics and include a valid tool for evaluating the programs' effectiveness.

Keywords

Acknowledgement

This study was supported by a National Research Foundation of Korea (NRF) grant funded by the Korea government (MSIT) (NRF-2020R1G1A1101810).

References

  1. Killam LA, Heerschap C. Challenges to student learning in the clinical setting: A qualitative descriptive study. Nurse Education Today. 2013;33(6):684-691. https://doi.org/10.1016/j.nedt.2012.10.008
  2. Adib-Hajbaghery M, Sharifi N. Effect of simulation training on the development of nurses and nursing students' critical thinking: A systematic literature review. Nurse Education Today. 2017;50:17-24. https://doi.org/10.1016/j.nedt.2016.12.011
  3. Kim M, Kim S, Lee WS. Effects of a virtual reality simulation and a blended simulation of care for pediatric patient with asthma. Child Health Nursing Research. 2019;25(4):496-506. https://doi.org/10.4094/chnr.2019.25.4.496
  4. Vuurberg G, Vos JAM, Christoph LH, de Vos R. The effectiveness of interprofessional classroom-based education in medical curricula: A systematic review. Journal of Interprofessional Education and Practice. 2019;15(November 2018):157-167. https://doi.org/10.1016/j.xjep.2019.01.007
  5. World Health Oraganization. Framework for action on interprofessional education and collaborative practice [Internet]. Geneva: Health Professions Networks Nursing and Midwifery Human Resource for Health; 2010 [cited 22 Mar 2021]. Available from: https://www.who.int/hrh/resources/framework_action/en/
  6. Cunningham S, Foote L, Sowder M, Cunningham C. Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment. Journal of Interprofessional Care. 2018;32(3):395-398. https://doi.org/10.1080/13561820.2017.1411340
  7. Costello M, Prelack K, Faller J, Huddleston J, Adly S, Doolin J. Student experiences of interprofessional simulation: Findings from a qualitative study. Journal of Interprofessional Care. 2018;32(1):95-97. https://doi.org/10.1080/13561820.2017.1356810
  8. Edwards KJM. ISBARR communication workshop and its effect on novice baccalaureate nursing students' self-confidence [master's thesis]. Pueblo: Colorado State University; 2016. p. 1-60
  9. Jang YL, Lee HW, Ko MS, Wang MS. Study on factors affecting job stress of new nurses. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology. 2018;8(2):793-803. https://doi.org/10.35873/ajmahs.2018.8.2.078
  10. Rosenstein AH, Naylor B. Incidence and impact of physician and nurse disruptive behaviors in the emergency department. The Journal of Emergency Medicine. 2012;43(1):139-148. https://doi.org/10.1016/j.jemermed.2011.01.019
  11. Whittemore R, Knafl K. The integrative review: Updated methodology. Journal of Advanced Nursing. 2006;52(5):546-553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
  12. Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, et al. Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education. 2009;73(4):59. https://doi.org/10.5688/aj730459
  13. Hong QN, Fabregues S, Bartlett G, Boardman F, Cargo M, Dagenais P, et al. The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information. 2018;34(4):285-291. https://doi.org/10.3233/EFI-180221
  14. Kirkpatrick JD, Kirkpatrick WK. Kirkpatrick's four levels of training evalution. 1st ed. USA: Association for Talent Development; 2016. p. 20-58.
  15. McDermott KW, Stocks C, Freeman WJ. Overview of pediatric emergency department visits, 2015: Statistical brief #242 [Internet]. UK: Europe PMC; 2018 [cited 21 Mar 2021]. Available from: https://europepmc.org/books/NBK526418
  16. Shin S, Choi HJ, Choi B. Utilization characteristics of an advanced pediatric emergency center: A single center study over 2 years. Pediatric Emergency Medicine Journal. 2020;7(1):16-22. https://doi.org/10.22470/pemj.2019.00164
  17. Koff SZ. Nursing in the European Union: Anatomy of a profession. 1st ed. UK: Routledge; 2016. p. 183-238.
  18. Straub C, Heinzmann A, Krueger M, Bode SFN. Nursing staff's and physicians' acquisition of competences and attitudes to interprofessional education and interprofessional collaboration in pediatrics. BMC Medical Education. 2020;20(1):213. https://doi.org/10.1186/s12909-020-02128-y
  19. Weeks KW, Coben D, O'Neill D, Jones A, Weeks A, Brown M, et al. Developing and integrating nursing competence through authentic technology-enhanced clinical simulation education: Pedagogies for reconceptualising the theory-practice gap. Nurse Education in Practice. 2019;37:29-38. https://doi.org/10.1016/j.nepr.2019.04.010
  20. Titzer JL, Swenty CF, Hoehn WG. An interprofessional simulation promoting collaboration and problem solving among nursing and allied health professional students. Clinical Simulation in Nursing. 2012;8(8):325-333. https://doi.org/10.1016/j.ecns.2011.01.001
  21. Interprofessional Educational Collaborative. Core competencies for interprofessional collaborative practice: 2016 Update. Washington, DC: Interprofessional Education Collaborative; 2016. p. 10-11.
  22. Andersen P, Coverdale S, Kelly M, Forster S. Interprofessional simulation: Developing teamwork using a two-tiered debriefing approach. Clinical Simulation in Nursing. 2018;20:15-23. https://doi.org/10.1016/j.ecns.2018.04.003
  23. Al-Eraky M, Marei H. A fresh look at Miller's pyramid: Assessment at the 'Is' and 'Do' levels. Medical Education. 2016;50(12):1253-1257. https://doi.org/10.1111/medu.13101
  24. King HB, Battles J, Baker DP, Alonso A, Salas E, Webster J, et al. TeamSTEPPS TM: Team strategies and tools to enhance performance and patient safety. In: Henriksen K, Battles JB, Keyes MA, editors. Advances in patient safety: New directions and alternative approaches (Vol 3: Performance and tools) [Internet]. Rockville: Agency for Healthcare Research and Quality; 2008. Available from: http://www.ahrq.gov/qual/teamstepps/
  25. Wolderslund M, Kofoed PE, Ammentorp J. The effectiveness of a person-centred communication skills training programme for the health care professionals of a large hospital in Denmark. Patient Education and Counseling. 2020. https://doi.org/10.1016/j.pec.2020.11.018
  26. Yu M, Kang KJ. Effectiveness of a role-play simulation program involving the sbar technique: A quasi-experimental study. Nurse Education Today. 2017;53:41-47. https://doi.org/10.1016/j.nedt.2017.01.002
  27. Labrague LJ, McEnroe-Petitte DM, Fronda DC, Obeidat AA. Interprofessional simulation in undergraduate nursing program: An integrative review. Nurse Education Today. 2018;67:46-55. https://doi.org/10.1016/j.nedt.2018.05.001
  28. Oates M, Davidson M. A critical appraisal of instruments to measure outcomes of interprofessional education. Medical Education. 2015;49(4):386-398. https://doi.org/10.1111/medu.12681