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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.
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]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Simulation-based interprofessional education within acute ward teams to improve the management of the deteriorating patient.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Newman%2C+Deb%22&quot;&gt;Newman, Deb&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Woods%2C+Andrew%22&quot;&gt;Woods, Andrew&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Aggar%2C+Christina%22&quot;&gt;Aggar, Christina&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Bowen%2C+Karen%22&quot;&gt;Bowen, Karen&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Sorwar%2C+Golam%22&quot;&gt;Sorwar, Golam&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Clark%2C+David%22&quot;&gt;Clark, David&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Naumann%2C+Fiona%22&quot;&gt;Naumann, Fiona&lt;/searchLink&gt; (AUTHOR)
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Journal+of+Interprofessional+Care%22&quot;&gt;Journal of Interprofessional Care&lt;/searchLink&gt;. Mar/Apr2026, Vol. 40 Issue 2, p301-309. 9p.
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22New+South+Wales%22&quot;&gt;New South Wales&lt;/searchLink&gt;
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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&#39; 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 = &lt;.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 = &lt;.001), values and ethics (p = &lt;.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&#39; 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]
– Name: AbstractSuppliedCopyright
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  Data: &lt;i&gt;Copyright of Journal of Interprofessional Care is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192006002
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13561820.2025.2609070
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 301
    Subjects:
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Teams in the workplace
        Type: general
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Mann Whitney U Test
        Type: general
      – SubjectFull: Simulation methods in education
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Clinical deterioration
        Type: general
      – SubjectFull: Clinical competence
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Continuing education
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Hospital wards
        Type: general
      – SubjectFull: Critical care medicine
        Type: general
      – SubjectFull: Health care teams
        Type: general
      – SubjectFull: New South Wales
        Type: general
    Titles:
      – TitleFull: Simulation-based interprofessional education within acute ward teams to improve the management of the deteriorating patient.
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            NameFull: Newman, Deb
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            NameFull: Woods, Andrew
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              M: 03
              Text: Mar/Apr2026
              Type: published
              Y: 2026
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              Value: 13561820
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