Interprofessional Simulaton Among Healthcare Students: A Randomized Controlled Trial to Improve Communication Self-Efficacy
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Abstract
Medical errors that result in adverse and sentinel events are linked to ineffective communication between providers and members of the healthcare team. Healthcare organizations have enacted multiple strategies to lower the intradisciplinary communication errors. However, this remains an area for ongoing improvements because lecture and clinical practice may be ineffective methods to teach communication. Communication errors, which are considered preventable, are now noted as one of the top three leading causes of deaths in the United States. In healthcare education, high-fidelity simulation has been acknowledged as an innovative methodology. However, there is a lack of evidence that deals with the effectiveness of teaching communication through simulation. The purpose of this research study was to examine healthcare students’ communication self-efficacy with the use of a high-fidelity simulation intervention with an interprofessional group of students compared to a control group of intraprofessional students. The sample consisted of 22 senior level healthcare students in nursing, respiratory, and allied health programs randomly selected at a health sciences college. With institutional review board approval, a randomized controlled trial was conducted using a modified version of the Communication Skills Perceptions Questionnaire to assess healthcare students’ communication self-efficacy, communication skills, and behavior pre- and post-simulation intervention with both groups.
Table of Contents
Introduction -- Review of literature -- Methodology -- Data analysis and results -- Discussion -- Appendix A. Institutional approval letter -- Appendix B. Communication skills perceptions questionnaire - modified version -- Appendix C. Communication skills perceptions questionnaire permission from author -- Appendix D. Informed consent -- Appendix E. Simulation intervention protocol-intervention -- Appendix F. Simulation intervention protocol-control
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Ph.D. (Doctor of Philosophy)