Columbus Publishers

International Journal of Nursing and Health Care Science

Volume 01: Issue 14

Boyce PS, et al.

Faculty development programs are seen as key drivers in addressing barriers to IPE, facilitating institutional, professional and teaching cultural change [37]. Understanding the need to prepare faculty in their roles for successful implementation and facilitation of Sim-IPE sessions, this plot offered faculty training sessions prior to and during the CUNY HHS SIM-IPE Pilot. In addition, 15-minute pre- and post- session huddles were held with faculty, NYSIM staff and the University Dean for each session. The pre-session huddle was intended to review key elements of the session, including roles, participants, case scenario details, and address any questions. The post-session huddle allowed for faculty and staff reflections, highlighted lessons learned and encouraged faculty to share how they may be best prepared and supported for future facilitation experiences. During each Sim-IPE session, NYSIM staff provided simulation and technical expertise to CUNY HHS faculty, students, and facilitators. In addition to the “just in time” training ongoing training and support were provided prior to the start of the pilot and throughout the implementation period.

During the semester, but prior to the start of Sim-IPE sessions, NYSIM and the University Dean for Health and Human Services provided faculty and facilitator participants with one-hour virtual training sessions using the Zoom platform. Training sessions included an overview of the specific Sim-IPE case scenario; a facilitator guide, PowerPoint slides and a script for conducting the IPE simulation; faculty and student resources for pre- learning prior to the Sim-IPE session; and logistics information, such as Zoom links and technical instructions for the events. Trainings were held several times before the Sim-IPE sessions began and were also recorded for faculty and facilitators who were unable to attend and/or wanted to review the materials. The training sessions and facilitator guide, along with the registration document were provided on a dedicated Dropbox folder accessible across CUNY campuses (i.e., not campus specific). As the CUNY HHS Sim-IPE Pilot involved various programs across campuses, ease of communication involving scheduling and registration was of utmost importance. As noted earlier, scheduling difficulties has been identified in the literature as a barrier and centralized documentation as a facilitator to successful IPE programming.

The faculty, student and facilitator guides were developed by CUNY HHS-IPE workgroup members as the case scenarios were developed. These comprehensive guides equipped students and faculty with the resources needed to prepare for partaking in the Sim-IPE activity. The guides also defined the four roles that students could participate in.

Active student participants have both their camera and audio on, engaging live (i.e., synchronously) with other active participants to discuss the case. The team coordinator was a designated student participant who would kick-off the 30-minute IPE team discussion and hep summarize the recommended plan of care prior to debriefing. The evaluation observer was either a selected student, or faculty member, with camera and audio off, and responsibility for completing an assessment tool on IPE team performance. Students in observer roles had their cameras and audio off, participating in the case discussion debrief with active student participants and faculty via the Zoom chat feature. Students were only permitted to be in this role if a fellow student in their course/program was an active student participant. In other words, if an SLP student was in an active student participant role, then other SLP students in the course could participate as observers.

## Structure of the Sim-IPE Session

Faculty facilitators had their videos and sound on at the start of the session to share sessions slides, including the Sim-IPE agenda. Based on the literature supporting the use of video to promote participation, all active student participants were required to use the video function of Zoom to fully engage with each other in the experience during the dedicated 30-minute student IPE patient case discussion. Students were asked to rename their video to reflect their name and discipline. Students were recommended to utilize Zoom “Gallery View” to see only each other during the IPE simulation component of the session. Faculty facilitators, student observers, and support staff were all muted with their videos off, so only student participants were visible.

During the final debrief component, student observers were encouraged to participate via chat, introducing themselves and sharing comments. Faculty facilitators would communicate with observers and highlight key comments from chat during the debrief. Technical-related issues and links to student surveys were also conducted on the chat function of Zoom. Students were asked to complete a post-survey following the session, using the Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) Survey Tool (Appendix A). Upon