Trans-disciplinary Education Using Simulation: The Drexel Approach

1. Session A4 October 29, 201110:30 AM to Noon Trans-disciplinary Education Using Simulation: The Drexel Approach Gloria F. Donnelly, Ph.D., RN, FAANDean and ProfessorCollege of Nursing and Health ProfessionsDrexel UniversityPhiladelphia, PA Collaborative Family Healthcare Association 13th Annual Conference October 27-29, 2011 Philadelphia, Pennsylvania U.S.A.

2. Need/Practice Gap & Supporting Resources The use of simulation to educate health professionals is a growing enterprise. There is an expanding body of literature and research demonstrating that using simulation with deep debriefing, mixed method evaluation and constructive feedback is preparing more collaborative, safer and more confident health professionals.

3. Objectives At the end of the presentation participants should be able to: • Identify the rationale and benefits of simulation in the preparation of safe and collaborative health professionals. • Describe human and technological tools used in trans-disciplinary simulation.

4. Expected Outcome This presentation should stimulate further interest in using simulation for inter professional education and for documenting its results in the improvement of patient care.

5. Faculty Disclosure I have not had any relevant financial relationships during the past 12 months. G. F. Donnelly

6. Drivers of Change: Trans-disciplinary Health Professions Education • Defining the nature of quality care vs. safe care • Reducing adverse patient events - preventing error. • Shifting the emphasis of care from “illness” to health promotion and prevention. • Cost containment through efficient deployment of health professionals and error reduction. • Aging and diverse population – shift to health promotion and chronic care. • Disasters and emergent epidemics. • Technological shifts in care, cure and education – dealing with the knowledge explosion. • Growing shortages among health professions groups particularly faculty shortages.

7. Hospital Infections as Preventable Error • Aug. 14, 2008 article in the Wall Street Journal predicted that ‘Hospital infections will cause the next wave of class-action lawsuits bigger than the litigation over asbestos’. WHY? • Doctors, nurses and other hospital staff are too busy, too distracted — or, sometimes, too arrogant — to wash up. • They are the target of a growing movement aimed at cutting rates of hospital-acquired infections that kill nearly 100,000 people in the U.S. each year, according to federal estimates. • If an auto mechanic accidentally broke your windshield while trying to repair the engine, he would never get away with billing you for fixing his mistake. • Trans disciplinary simulation builds in the opportunity to recognize, prevent and retrospectively analyze the adverse events and not to harm patients while learning is taking place.

8. Goals of Inter-professional Education Faculty and health care professionals must commit themselves to teaching, learning, and working across disciplinary boundaries; They must exchange information, knowledge, and skills; They must have a full understanding and respect of the facets of each discipline (Derry & Fischer, 2005)

9. Drexel University, CNHP, IPE Simulation Scenarios • Outpatient (Standardized Patients) 3 Scenarios in 10 rooms 2 emergent gynecological histories 2 gravid history 3 giving bad news • Inpatient (Standardized Patients/High Fidelity Patient Simulation) 2 Scenario Rooms 1 Ectopic (code) 1 Delivery and Neonatal Care

10. Drexel University, Inter-Professional Education Scenarios (Nursing and Medicine)

12. Outcomes and Future Focus • IPE simulation experiences among OB/GYN healthcare students (nursing, medicine, PT, PA) enhances mutual support and communication and promotes better patient outcomes as documented by research. Future research will focus on mechanisms to identify those prone to error, clarify decision making styles and parameters and facilitate improvements in collaborative behaviors and attitudes in team structure, leadership, and situation monitoring among multidisciplinary healthcare students.

13. Learning Assessment A learning assessment is required for CE credit. Questions and Discussion

14. Session Evaluation Please complete and return theevaluation form to the classroom monitor before leaving this session. Thank you!