Impact of Interprofessional Education for Medical and Nursing Students using Simulation Training and a Training Ward: A German Pilot StudyAdina Dreier-Wolfgramm1*, Sabine Homeyer1, Angelika Beyer1, Stefanie Kirschner1, Roman F. Oppermann2, and Wolfgang Hoffmann1
- *Corresponding Author:
- Adina Dreier-Wolfgramm
Department of Epidemiology of Healthcare and Community Health
Institute for Community Medicine, University Medicine Greifswald
Ellernholzstr. 1-2, 17487, Greifswald, Germany
E-mail: [email protected]
Received Date: November 21, 2016; Accepted Date: December 23, 2016; Published Date: December 26, 2016
Citation: Dreier-Wolfgramm A, Homeyer S, Beyer A, Kirschner S, Hoffmann W, et al. (2016) Impact of Inter Professional Education for Medical and Nursing Students using Simulation Training and a Training Ward: A German Pilot Study. J Health Educ Res Dev 4:200. doi: 10.4172/2380-5439.1000200
Copyright: © 2016 Dreier-Wolfgramm A, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Background: Interprofessional teamwork has become increasingly important to provide patient centered care. Physicians and nurses as two major professions are needed to be adequately qualified. Interprofessional Education (IPE) is an eligible approach. Nevertheless, there is a lack of the impact for both professions. Therefore, we implemented and evaluated simulation training and a collaborative working sequence on a training ward. The aim was to analyze the course structure and assess learning effects to evaluate the suitability for IPE.
Methods: A mixed methods study with a sequential explanatory design was conducted. A total of five medical and five nursing students were involved. Students completed questionnaire based interviews after IPE lectures. Two group discussions were conducted to specify and expand quantitative evaluation results. For descriptive statistics, we used the software package SPSS. Both group discussions were analyzed by a qualitative content analysis using the software MAXQDA.
Results: Students rated IPE predominantly positive. The learning contents broadness and the links between theory and practice. Students identified six core learning effects: (1) Realization of the importance for collaborative working; (2) Gaining knowledge about the roles of both professions; (3) Realization, that interprofessional care facilitates work; (4) Practicing communication between physicians and nurses; (5) Improving collaborative communication with the patient; and (6) Understanding chances and challenges of joint decision making. Nevertheless, students suggested improvements, e.g., the scenarios of the simulation training should be expanded.
Conclusion: The results provide clear evidence that IPE by simulation training and a training ward is feasible and well accepted by students in a German medical school. Results can be used to adapt IPE lectures and to implement them for a larger number of students. The next step is to generalize findings and to sustainably implement IPE in both curricula.