Columbus Publishers

International Journal of Nursing and Health Care Science

Volume 01: Issue 14

Boyce PS, et al.

completion of the post-surveys, students in the active participant role were provided documentation of participation. Students participating in the pilot were issued digital certificates of participation by the University Dean.

## Pilot Case Scenarios

As noted in the literature, realistic cases facilitate positive IPE experiences for students. The CUNY HHS Sim- IPE Pilot utilized Team Steps and Strategies to Enhance Performance and Patient Safety as one model linked to the ICU case scenario. More commonly known as TeamSTEPPS, this systematic approach developed by the Department of Defense and the Agency for Healthcare Research and Quality (AHRQ) is designed to integrate teamwork into practice [50]. Members of the HHS-IPE council used TeamSTEPPS as the conceptual model upon which to build the first foundational Sim-IPE case scenario. Key components of this model include communicating critical information, mutual support among team members, effective leadership of and within the team, and situation monitoring, with the overall goal of patient safety [50]. This case scenario was designed specifically to teach students about the critical components of the TeamSTEPPS framework in which they deliberately practice teamwork skills. During this scenario, patient Ann Thomas is transferred from ICU to a medical-surgical unit and the students are called to a roundtable discussion to collaborate on her plan of care. Students also learn TeamSTEPPS language such as huddles, briefs, “CUS” assertive statements (I am Concerned!; I am Uncomfortable!; This is a Safety issue!), and hand-offs (i.e., transfer of clinical information). Faculty TeamSTEPPS®, participated in development sessions on facilitation and debriefing using a scripted approach [51] to enhance their understanding of the TeamSTEPPS approach.

The Interprofessional Collaborative Care Model [52] was the conceptual approach used for the second case scenario on discharge planning since it depicts the step-by-step process of patient discharge, highlighting the importance of interprofessional collaboration during transitions of care [52]. This community-focused discharge case scenario was designed to prepare students for discharging a hospitalized patient to the home or rehabilitation setting while identifying factors that can impede effective transitions in care. In this scenario, Ann Thomas is now ready to be discharged from the hospital and the students are called to a roundtable discussion to make safe and appropriate interdisciplinary team-based discharge recommendations while implementing clear teamwork and communication skills.

In mirroring the Public Health Services Model [53], the third case scenario was intended to promote student understanding of the value of interdisciplinary public health roles in the community and, more specifically, about adaptive resilience and the coordination of care during the COVID-19 pandemic. In this case scenario, students come together for a roundtable discussion about Ann Thomas’ public health needs and to critically consider social isolation issues, community resources, contact tracing, and telehealth considerations.

## Sim-IPE Pilot Evaluation Results

The pilot encompassed several evaluation points for faculty, facilitators, and students prior to the start of the CUNY HHS Sim-IPE Pilot and after, including both quantitative and qualitative data. In total, evaluative data was obtained by 460 students and 13 faculty from eight campuses and nine disciplines.

## Quantitative Results

The pilot included several evaluation modalities. At the start of the pilot, faculty (n=13) were asked to complete and submit the Interprofessional Education Assessment and Planning Instrument (IEAP) (see Appendix B) used for academic institutions for the assessment and improvement of IPE programs. The IEAP identifies the level of integration on a 4-point scale, with 0 being the least integrated and 4 being the most integrated (see Appendix B for more details on the scale). Baseline results from 13 programs participating in the CUNY HHS Sim-IPE Pilot revealed that most programs do not have dedicated faculty or resources for IPE, and do not formally encourage faculty to participate in IPE for tenure or promotion (Table 1 and Figure 2). Most programs have some level of integration of IPE into courses and clinical/field placements, though limited to no IPE in community projects or extracurricular activities. In addition, most respondents have limited, if any, standardized approach for assessing or evaluating IPE in the program or curriculum.