Evaluation of a Simulation-Based Interprofessional Educational Module on Adult Suctioning Using Action Research

Authors

  • Cynthia Baker Queen's University School of Nursing
  • Jennifer Medves Queen's University School of Nursing Kingston ON
  • Marian Luctkar-Flude Queen's University School of Nursing
  • Diana Hopkins-Rosseel Queen's University School of Rehabilitation Therapy
  • Cheryl Pulling Queen's University School of Nursing
  • Carly Kelly-Turner Queen's University

DOI:

https://doi.org/10.22230/jripe.2012v2n2a61

Keywords:

Interprofessional education, Patient simulation, Adult suctioning

Abstract

Abstract
Background: Interprofessional collaboration in healthcare contributes to patientwell-being. The purpose of this action research study was to evaluate an innovative interprofessional simulation educational module for pre-licensure healthcare students on adult suctioning skills.

Methods and Findings: Two suctioning scenarios were developed to provide multiprofessional groups of students the opportunity to collaborate in applying basic
suctioning skills within complex patient care situations. One group of nursing students (N= 23) and one group of physiotherapy students (N= 23) learned suctioning skills uniprofessionally in the usual programs of their respective schools. A third group of students (N= 45; 21 nursing, 24 physiotherapy) learned suctioning in the new, interprofessional simulation-based curriculum. Qualitative data were collected through direct observation of laboratory sessions, open-ended surveys, and focus groups. A thematic qualitative analysis was conducted, and four major themes emerged: instructors’ role expectations, prior student learning, student collaboration, and instructor communication. In addition, quantitative analysis of students’ readiness for interprofessional collaboration, confidence, and performance of suctioning skills revealed no significant differences between learners in the interprofessional labs and those in the uniprofessional labs.

Conclusions: Development of the educational module using action research allowed for further development of a pedagogical approach to interprofessional education to increase its effectiveness.

Author Biographies

Cynthia Baker, Queen's University School of Nursing

Cynthia Baker is the principal investigator for study and a professor at the Queen's University, School of Nursing.

Jennifer Medves, Queen's University School of Nursing Kingston ON

Dr. Medves is the Director of the School of Nursing at Queen's University, Kingston, Ontario, Canada.

Marian Luctkar-Flude, Queen's University School of Nursing

Marian Luctkar-Flude is an adjunct professor and the nursing lab coordinator at Queen's University School of Nursing. She has developed and evaluated 4 interprofessional education modules using high-fidelity patient simulation.

Diana Hopkins-Rosseel, Queen's University School of Rehabilitation Therapy

Diana Hopkin's Rosseel is an associate professor at the Queen's University, School of Rehabilitation Therapy.

Cheryl Pulling, Queen's University School of Nursing

Cheryl Pulling is an assistant professor at the Queen's University, School of Nursing

Carly Kelly-Turner, Queen's University

Carly Kelly was a research associate with the Office of Interprofessional Education at Queen's University.

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Published

2012-02-14

Issue

Section

Articles: Empirical Research