Simulation-based interprofessional education within acute ward teams to improve the management of the deteriorating patient.
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| Title: | Simulation-based interprofessional education within acute ward teams to improve the management of the deteriorating patient. |
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| Authors: | Newman, Deb (AUTHOR), Woods, Andrew (AUTHOR), Aggar, Christina (AUTHOR), Bowen, Karen (AUTHOR), Sorwar, Golam (AUTHOR), Clark, David (AUTHOR), Naumann, Fiona (AUTHOR) |
| Source: | Journal of Interprofessional Care. Mar/Apr2026, Vol. 40 Issue 2, p301-309. 9p. |
| Subjects: | Interdisciplinary education, Teams in the workplace, Communicative competence, Mann Whitney U Test, Simulation methods in education, Pre-tests & post-tests, Clinical deterioration, Clinical competence, Professional employee training, Continuing education, Data analysis software, Hospital wards, Critical care medicine, Health care teams |
| Geographic Terms: | New South Wales |
| Abstract: | Safe management of deteriorating patients requires the specialty skills of multiple disciplines working together, otherwise known as interprofessional practice. Teamwork and interprofessional practice competencies are necessary for interprofessional practice, yet acute care settings continue to primarily offer siloed discipline-specific continuing education. Simulation-based interprofessional education provides healthcare professionals with the opportunity to engage in interprofessional practice, build relationships within the team, and improve communication and teamwork skills across multidisciplinary teams. A pre–posttest study was designed using the Jefferson Teamwork Observation Guide to evaluate the effectiveness of simulation-based interprofessional education on teamwork functionality. Healthcare professionals' observations of interprofessional practice competencies were measured pre- and post-immersive mixed reality deteriorating patient scenarios. Nurses, allied health, and medical officers working in four wards within an acute healthcare setting were invited to participate in the study. From 124 participants, data analysis of 52 post-intervention, matched pairs revealed a statistically significant increase in the overall JTOG score at post-intervention (p = <.001), with a moderate effect size (d =.37). Median scores showed an increase from pre- to post-intervention for all disciplines; however, statistically significant increase in the overall Jefferson Teamwork Observation Guide score (p =.001) was only found for the discipline of nursing. Statistically significant increases were also found for the nursing discipline across four subscales: roles and responsibilities (p =.013), communication (p = <.001), values and ethics (p = <.001), and teamwork (p =.004), with moderate effect sizes. The results from this study provide evidence that an interprofessional education program using immersive mixed reality technology can positively influence nurses' interprofessional practice competencies to identify, escalate, and manage the deteriorating patient. Further research is required to explore the impact on allied health and improve engagement with medical officers. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Safe management of deteriorating patients requires the specialty skills of multiple disciplines working together, otherwise known as interprofessional practice. Teamwork and interprofessional practice competencies are necessary for interprofessional practice, yet acute care settings continue to primarily offer siloed discipline-specific continuing education. Simulation-based interprofessional education provides healthcare professionals with the opportunity to engage in interprofessional practice, build relationships within the team, and improve communication and teamwork skills across multidisciplinary teams. A pre–posttest study was designed using the Jefferson Teamwork Observation Guide to evaluate the effectiveness of simulation-based interprofessional education on teamwork functionality. Healthcare professionals' observations of interprofessional practice competencies were measured pre- and post-immersive mixed reality deteriorating patient scenarios. Nurses, allied health, and medical officers working in four wards within an acute healthcare setting were invited to participate in the study. From 124 participants, data analysis of 52 post-intervention, matched pairs revealed a statistically significant increase in the overall JTOG score at post-intervention (p = <.001), with a moderate effect size (d =.37). Median scores showed an increase from pre- to post-intervention for all disciplines; however, statistically significant increase in the overall Jefferson Teamwork Observation Guide score (p =.001) was only found for the discipline of nursing. Statistically significant increases were also found for the nursing discipline across four subscales: roles and responsibilities (p =.013), communication (p = <.001), values and ethics (p = <.001), and teamwork (p =.004), with moderate effect sizes. The results from this study provide evidence that an interprofessional education program using immersive mixed reality technology can positively influence nurses' interprofessional practice competencies to identify, escalate, and manage the deteriorating patient. Further research is required to explore the impact on allied health and improve engagement with medical officers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2025.2609070 |
