No Specific Diseases or Conditions Are Being Studied
Conditions
Keywords
Simulation, Interdisciplinary Education, Teamwork
Brief summary
Our study aims to evaluate the effect of interprofessional simulation-based learning on teamwork attitudes among nursing and paramedic students during the patient handover process. The study sample consists of fourth-year (senior) students from the Gülhane Faculty of Nursing at the University of Health Sciences and second-year (senior) students from the Paramedic Program at the School of Health Professions. In this study, the intervention will be conducted in two phases: the preparation phase and the implementation phase.
Interventions
OTHERSimulation-Based Interprofessional Education Program
Participants will receive theoretical training on the ATMIST (Age, Time, Mechanism, Injuries, Signs, Treatment) patient handover method. During the simulation exercises, teams consisting of a paramedic and a nursing student will be expected to perform patient handover using the ATMIST method. A prebriefing will be conducted before the simulation, and a debriefing using the Gather-Analyze-Summarize (GAS) model will be conducted afterward. Simulation performances will be evaluated by researchers using checklists. A Sociodemographic Data Collection Form and a Teamwork Attitudes Scale will be administered as a pre-test. In the post-test, the Teamwork Attitudes Scale and the Simulation Design Scale will be administered.
Sponsors
Saglik Bilimleri Universitesi
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
pre-test-post-test single-group quasi-experimental design
Eligibility
Sex/Gender
ALL
Healthy volunteers
No
Inclusion criteria
Nursing Student: * Be a 4th-year (senior) student in a bachelor's degree program in nursing * Have completed an emergency department rotation as part of the Clinical Practice I course and have finished the emergency department internship * Having previously participated in a simulation-based practice Paramedic Student: * Be a second-year (final-year) student in the paramedic associate degree program * Since the emergency department internship is completed in the first year, have completed the first-year summer internship of the Paramedic Program * Have taken the Professional Practice-I course * Having previously participated in a simulation-based practice
Exclusion criteria
Paramedic and nursing students: * Must be a graduate of a vocational high school for health professions, * Must have worked or currently be working in the field as a nurse or emergency medical technician * Having previously participated in an interprofessional simulation-based practice.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Teamwork Attitudes Questionnaire | Baseline (pre-test), immediately after the training session (post-test) | The Teamwork Attitudes Questionnaire (TAS) was developed based on the Teamwork Attitudes Questionnaire (TAQ), which was created as part of the TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) program to assess healthcare professionals' attitudes toward teamwork. The validity and reliability study of the scale in Turkish was conducted by Yardımcı et al. The scale consists of five subscales: team structure, leadership, situational awareness, mutual support, and communication. Reliability analyses revealed that the Cronbach's alpha coefficients for the scale's subscales ranged from 0.70 to 0.89, demonstrating that the scale is a valid and reliable measurement tool for healthcare professionals in the Turkish population. The minimum score that can be obtained on the scale is 28, and the maximum score is 140. There are no reverse-scored items, and as the score increases, the level of teamwork attitude is higher. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Simulation Design Scale | İmmediately after the training session (post-test) | The Simulation Design Scale was developed by Jeffries et al. (2006) to evaluate the design characteristics of simulation-based learning environments (19). Its validity and reliability were established by Ünver et al. in \[year\]. The scale consists of 20 items and two sections. The first section assesses the level of implementation of simulation design elements, while the second section evaluates the importance of these elements from the students' perspective. The scale consists of five subscales: objectives and knowledge, support, problem-solving, feedback/guided reflection, and realism. A higher score indicates a higher quality of simulation design and the student's greater emphasis on the simulation experience. In the reliability analyses conducted, the Cronbach's alpha coefficients for the scale's sub-dimensions ranged from 0.73 to 0.86, demonstrating that the scale is a valid and reliable measurement tool for nursing students in the Turkish population. |
Contacts
CONTACTFırat S SEYHAN, PhD, Assistant Professor
CONTACTEsma Y YILDIZ, MsC, Research Assistant
Outcome results
None listed