Ignite Creation Date:
2024-10-26 @ 3:37 PM
Last Modification Date:
2024-10-26 @ 3:37 PM
Study NCT ID:
NCT06549998
Status:
RECRUITING
Last Update Posted:
None
First Post:
2024-08-05
Brief Title:
High-Fidelity Patient Simulation on Clinical Reasoning Skills and Interprofessional Competencies
Sponsor:
None
Organization:
None
Study Overview
Official Title:
Effects of High-Fidelity Patient Simulation on Clinical Reasoning Skills and Interprofessional Competencies in Physical Therapy and Nursing Students
Status:
RECRUITING
Status Verified Date:
2024-09
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The proposed study is looking to examine the effects of High-Fidelity Patient Simulation HFPS on clinical reasoning skills and interprofessional competencies in Physical Therapy and Nursing students
The proposed study will have two objectives
1 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student performance related to clinical reasoning skills during simulated clinical situations
2 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student self-reported changes in team work and communication based on the IPEC core competencies
Researchers will compare students who do not receive a simulation Group C to those who receive two simulations Group E
Participants will
1 Be assigned to one of 2 groups Group C Group E
2 Based on group assignment receive no simulation or 2 simulations
3 Each group will be assessed at the end for their inter-professional attitudes and clinical reasoning skills
The proposed study will have two objectives
1 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student performance related to clinical reasoning skills during simulated clinical situations
2 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student self-reported changes in team work and communication based on the IPEC core competencies
Researchers will compare students who do not receive a simulation Group C to those who receive two simulations Group E
Participants will
1 Be assigned to one of 2 groups Group C Group E
2 Based on group assignment receive no simulation or 2 simulations
3 Each group will be assessed at the end for their inter-professional attitudes and clinical reasoning skills
Detailed Description:
Background Information Patient-centered care is important in helping individuals who live with multiple health conditions requiring collaboration among healthcare professionals of different disciplines Interprofessional collaborative practice has been defined by the World Health Organization as multiple health workers from different professional backgrounds working together with patients families caregivers and communities to deliver the highest quality of care It is difficult for any one healthcare professional to address the number and variety of healthcare problems making collaboration an important part of healthcare An ability to effectively collaborate among health care disciplines in the areas of communication role identification team working skills and conflict resolution are critical components of practice for health care professionals This has led to educational institutions placing a greater emphasis on the development and integration of interprofessional education IPE into health professions curricula The emphasis of IPE is to prepare health professions students to work together with the aim of building a safe patient-centered health care environment5
Experiential learning provides learners an opportunity to practice skills and techniques learned in the classroom in a real-world or practical setting The benefits of experiential learning have long been held in high regard and include enhancing understanding of content and improvement in interpersonal skills Implementation of experiential learning varies significantly across PT curricula Some experiential learning methods are time and labor intensive while others are less so Cost feasibility time constraints and course outcomes play a role in determining which methods work best for a particular course or program Simulation has been used for decades to assist with skill acquisition and assessment High-fidelity human patient simulation HFPS with a focus on clinical situationsscenarios is highly conducive to IPE The term simulation refers to an experiential educational technique which creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice learning evaluation testing or to gain understanding of systems or human actions In health care simulation high-fidelity refers to simulation experiences that are extremely realistic and provide a high level of interactivity and realism for the learner
The use of simulation as a teaching pedagogy can be especially valuable in replicating the acute care setting
Statement of the Problem The Interprofessional Education Collaborative IPEC set forth a series of core competencies for interprofessional collaborative practice The IPEC describes these core competencies as to the safe high-quality accessible patient-centered care and enhanced population health outcomes desired by all These core competencies were developed in order to prepare students to engage in lifelong learning and collaboration to improve community health outcomes These competencies include Values and Ethics work with team members to maintain a climate of shared values ethical conduct and mutual respect Roles and Responsibilities Use the knowledge of ones own role and team members expertise to address health outcomes Communication Communicate in a responsive responsible respectful and compassionate manner with team members Teams and Teamwork Apply values and principles of team science to adapt one39s own role in a variety of team settings
The use of HFPS has been utilized in education settings involving physical therapy students A recent review that examined the effect of HFPS learning in Acute Cardiorespiratory Physical Therapy noted that there is currently a lack of quality studies that have examined this area of study Part of the quality involved the choice of research design and the lack of validated outcome measures to assess variables of interest The review was unable to determine whether HFPS can improve physical therapists39 clinical performance andor preparedness In addition many studies examine pre-post simulation when capturing outcome data demonstrating a further need for longer longitudinal studies to further assess student performance There is also reported variability in how HFPS is used the optimal delivery timing volume and content
The proposed study will have two objectives
1 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student performance related to clinical reasoning skills during simulated clinical situations
2 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student self-reported changes in team work and communication based on the IPEC core competencies
Experiential learning provides learners an opportunity to practice skills and techniques learned in the classroom in a real-world or practical setting The benefits of experiential learning have long been held in high regard and include enhancing understanding of content and improvement in interpersonal skills Implementation of experiential learning varies significantly across PT curricula Some experiential learning methods are time and labor intensive while others are less so Cost feasibility time constraints and course outcomes play a role in determining which methods work best for a particular course or program Simulation has been used for decades to assist with skill acquisition and assessment High-fidelity human patient simulation HFPS with a focus on clinical situationsscenarios is highly conducive to IPE The term simulation refers to an experiential educational technique which creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice learning evaluation testing or to gain understanding of systems or human actions In health care simulation high-fidelity refers to simulation experiences that are extremely realistic and provide a high level of interactivity and realism for the learner
The use of simulation as a teaching pedagogy can be especially valuable in replicating the acute care setting
Statement of the Problem The Interprofessional Education Collaborative IPEC set forth a series of core competencies for interprofessional collaborative practice The IPEC describes these core competencies as to the safe high-quality accessible patient-centered care and enhanced population health outcomes desired by all These core competencies were developed in order to prepare students to engage in lifelong learning and collaboration to improve community health outcomes These competencies include Values and Ethics work with team members to maintain a climate of shared values ethical conduct and mutual respect Roles and Responsibilities Use the knowledge of ones own role and team members expertise to address health outcomes Communication Communicate in a responsive responsible respectful and compassionate manner with team members Teams and Teamwork Apply values and principles of team science to adapt one39s own role in a variety of team settings
The use of HFPS has been utilized in education settings involving physical therapy students A recent review that examined the effect of HFPS learning in Acute Cardiorespiratory Physical Therapy noted that there is currently a lack of quality studies that have examined this area of study Part of the quality involved the choice of research design and the lack of validated outcome measures to assess variables of interest The review was unable to determine whether HFPS can improve physical therapists39 clinical performance andor preparedness In addition many studies examine pre-post simulation when capturing outcome data demonstrating a further need for longer longitudinal studies to further assess student performance There is also reported variability in how HFPS is used the optimal delivery timing volume and content
The proposed study will have two objectives
1 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student performance related to clinical reasoning skills during simulated clinical situations
2 Assess the use of HFPS and whether it has an effect of improving physical therapy and nursing student self-reported changes in team work and communication based on the IPEC core competencies
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None