Columbus Publishers

International Journal of Nursing and Health Care Science

Volume 01: Issue 14

Boyce PS, et al.

The focus group responses were aggregated into 14 subthemes. Five key themes emerged regarding the faculty facilitator role. Faculty feedback during the focus groups revealed positive reactions to working with colleagues from other HHS disciplines (see Appendix D for Focus Group Guide and (Table 2) for results).

Perceptions of Faculty-Facilitator Role	Faculty facilitators expressed that their “roles were less difficult than expected” and the role became “easier after multiple experiences.” Participants encouraged observations of the role for faculty considering future participation in IPE-Sim Session.
Impressions of Training and Materials to Support Faculty Facilitator Role	Faculty found the “training sessions and materials useful, though need to be streamlined for future use.” The pre- and post-huddles for faculty facilitators were perceived as “useful” in preparing faculty immediately prior to the start of the session, while providing a chance to briefly reflect on the experience, ask questions, and consider lessons learned after the session. In addition, faculty suggested that disciplines may benefit from program- specific debriefing following the session to provide a more immersive discussion with their respective students. The focus groups also revealed positive reactions to working with other HHS disciplines, stated that their participation in the IPE sessions provided a “unique opportunities to assess student knowledge and skills”, “offered opportunities to assess student knowledge and skills” and offered “great opportunities for faculty development.”
Opportunities to Improve Preparation and Support for Faculty Facilitator	Faculty suggested opportunities for “additional training in simulation and debriefing” and “more in-depth orientation to the case scenarios” across all disciplines. Several faculty noted the value of enhancing learning of discipline-specific documentation, assessment, and plan of care processes.
Likelihood of Volunteering to Participate in the Future	They were very likely to facilitate future IPE sessions and enjoyed working with faculty from other disciplines. They suggested strategies for improving training, support, and engagement for future IPE sessions.
Suggestions for Improving Engagement and Supporting Future Faculty Facilitator	Faculty provided recommendations for recruiting additional faculty, including a targeted marketing campaign to share benefits of the experience to faculty and students’ professional development. Faculty also noted the value of IPE in complementing clinical experience and professional role development for each of the participating HHS disciplines.

### Table 2:

Faculty Facilitator Focus Groups Five Key Themes (N=10).

## Discussion

One of the key elements of the three case scenarios was that each case was contextualized to include "real world” aspects of COVID-19, reflecting knowledge of the virus, relevant clinical practice guidelines, and current public health interventions. This provided great interest from students and faculty, with the added benefit of supplementing timely practice considerations for the evolving nature of the disease. Each case included a patient