615CHAPTER 52
Interprofessional Disaster Simulation
A. IMPLEMENTATION OF SIMULATION-BASED PEDAGOGY IN YOUR INDIVIDUALIZED TEACHING AREA
The Midwest Interprofessional Practice and Research Center (MIPERC) is a consortium of universities and health care institutions working together to support interprofessional practice and education. The center was developed out of the office of the vice provost for health at Grand Valley State University (GVSU) and is a multi-institutional organization comprised of over 25 organizational and over 150 individual members. Within MIPERC there are six champion workgroups that help to carry out its mission, which is to identify ways that the members can develop collaborative, innovative, and interprofessional initiatives across disciplines, learning institutions, and health care systems. In addition, residing within MIPERC is the student organization, PIPES (Promoting Interprofessional Education for Students). This group meets six times per academic year and is supported by the Simulation Champion Workgroup. This workgroup consists of faculty members from several health disciplines lead by coleads Andrew Booth, DHEd, PA-C, and Michael J. Shoemaker, DPT, PhD. The rest of the workgroup members are Jeanine Beasley, EdD, OTRL, CHT, FAOTA; Julie Bulson, MPA, BSN RN, NEA-BC; Margaret Devoest, PharmD; Vicki Swendroski, MSN RN, CPAN, CHSE; Phil Van Lente, MD; Cathy Harro, MS PT, NCS; Barb Boomstra, BSN RN; and facilitator Doris French, MSN RN, CNOR, NE-BC. The workgroup facilitates two interprofessional simulations per year that serve as a culminating event in which students can experience interacting with students from other health disciplines, learning from, with, and about other the professions. The PIPES meetings and simulations also count as activities for an interprofessional certificate available through MIPERC.
B. EDUCATIONAL MATERIALS AVAILABLE IN YOUR TEACHING AREA AND RELATED TO YOUR SPECIALTY
GVSU’s simulation center consists of three areas. Two areas are located on the third floor adjacent to two large clinical skills labs, and one smaller area is located on the fourth floor. Each of the areas is equipped with cameras and microphones that are a part of a recording/streaming software package (Simulation iQ Enterprise from Education Management Solutions, Exton, PA), used to manage educational videos.
One of the areas located on the third floor is a hospital suite, which is a large room with five smaller hospital rooms and a two-bed ward contained within it. One of the rooms is representative 616of an intensive care unit and the remaining four are medical–surgical hospital rooms. This area also has a control room for both recording purposes and manikin operation. The hospital suite contains many high-fidelity manikins from newborn to adult. Medium- and low-fidelity manikins are available and used for appropriate skills development or scenarios. This area also comes equipped with functioning headwalls, hospital beds, a crash cart, medication-dispensing unit, and other equipment needed to set the appropriate environment for the scenarios.
Adjacent to the hospital suite is the standardized patient suite, which has eight outpatient examination rooms located within it. These rooms are complete with patient assessment tables, functioning headwalls, and stocked with various assessment equipment and supplies. This suite also contains space for training standardized patients or small-group meetings.
A smaller simulation room is located on the fourth floor. This is a two-bed hospital room divided by curtains. It contains the same equipment located in the hospital suite but has an attached conference or small classroom divided from the simulation area with a wall containing two one-way windows for observation and a door. The classroom has projection capabilities as well as two computer workstations for controlling manikins.
The simulation center also has three debriefing rooms, one observation room set up with 16 computer stations configured for live streaming, and a standardized patient reception area. Two of the debriefing rooms and the observation room are equipped with cameras and microphones making them flexible space for simulated care conferences.
C. SPECIFIC OBJECTIVES FOR SIMULATION USAGE WITHIN A SPECIFIC COURSE AND THE OVERALL PROGRAM
Interprofessional simulation experiences provide students with the opportunity to directly interact with other health discipline students to practice interprofessional collaboration so they can effectively be ready to practice teamwork and team-based care (Interprofessional Education Collaborative [IPEC], 2016).
Objectives for interprofessional education (IPE) simulations include gaining competence in the following four areas:
1. Values and ethics for interprofessional practice
2. Roles and responsibilities for collaborative practice
3. Interprofessional communication competencies
4. Interprofessional team and teamwork competencies (IPEC, 2016)
D. INTRODUCTION OF SCENARIO
Setting the Scene
This scene takes place in a rehabilitation hospital. It is late afternoon at the end of March, and the hospital has just been struck by a tornado. There is significant damage to one side of the third floor, which requires that seven rehab inpatients be relocated to the second floor of the hospital. There are many staff members still available, including several social workers who had been conducting care conferences earlier in the afternoon.
Technology Used
13 standardized patients
1 low-fidelity human simulator, with a cuffed tracheostomy tube attached to a ventilator, an Ambu bag, and a cervical collar in place
1 Hoyer lift
1 stair chair
1 evacuation sled
1 wheelchair
1 walker
1 portable oxygen tank
7 hospital beds with standard hospital furniture such as night stands and overbed tables
Objectives
The learning objectives for the simulation were based on the following four IPEC competencies (IPEC, 2016):
RR3: Engage diverse health care professionals who complement one’s professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs.
RR5: Use the full scope of knowledge, skills, and abilities of available health professionals and health care workers to provide care that is safe, timely, efficient, effective, and equitable.
CC4: Listen actively, and encourage ideas and opinions of other team members.
CC8: Communicate the importance of teamwork in patient-centered care and population health programs and policies consistently.
Description of Participants
Students: The students participating in the simulation were both graduate and undergraduate students in health or health-related programs. Students were invited from three different universities to participate; two medical residents from the Grand Rapids Medical Education Partners were asked to help facilitate the scenario. The programs represented were undergraduate nursing social work, physician assistant sudies (PA), public health, pharmacy, medicine, and physical therapy (PT).
Patients: Six of the seven patients were played by PT students and one was a low-fidelity human simulator.
Family members: The family members of the patient with a C2 fracture, portrayed by the low-fidelity human simulator, and the patient who was aphasic because of a cerebral vascular accident (CVA) were portrayed by PT students. The rest of the family members were assigned randomly from the student RSVP list.
Caregivers: The students who were not assigned to a patient or family member were divided into seven groups composed of two providers (either a medical student or PA or two PA students), a nursing student, and one or two PT students. There were four pharmacy students who served as a pharmacist assigned to the second floor, a night shift second-floor pharmacist, and a third-floor pharmacist. The fourth pharmacy student played the part of the third-floor sender, whose duty was to record the patient name, the time leaving the unit, and where the patient was going. A master’s in public health (MPH) student served as the receiver of the second-floor unit and recorded the patient name, time received, and bed assignment. The four social work students, who were having a care conference at the rehab facility, were divided among the seven groups to offer help where needed. Finally, the two medical residents played physicians who were completing rounds of their patients when the tornado struck.
Observers: There were seven extra students who attended the simulation who had not signed up in advance. They were provided with the simulation objectives and were assigned to observe and record their impressions to share during debriefing. There was one observer for each group.
Stay updated, free articles. Join our Telegram channel
Full access? Get Clinical Tree
