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ABSTRACT
Healthcare professions face complex care environments with growing attention to the number of preventable hospital deaths. Interprofessional communication and teamwork are key elements in reducing medical errors, and are core competencies of interprofessional collaborative practice. Interprofessional education occurs when students from different disciplines learn together, and/or when faculty from one discipline instruct students in another. Simulated healthcare scenarios provide highimpact learning environments for students with many benefits. Simulation-interprofessional education has been used very little between Clinical Laboratory Sciences and BSN nursing students. The faculty from a growing university sought to improve student-learning outcomes through team-teaching and student role playing in simulation and science laboratories. Two IPE projects were undertaken. Both projects demonstrated increases in the cognitive, psychomotor and affective domains of learning.
ABBREVIATIONS: IPCP - Interprofessional collaborative practice, IPE - Interprofessional education, CLS - Clinical Laboratory Science, BSN - Bachelor of Science in Nursing, NSSL - Nursing Skills and Simulation Learning Center, NAACLS - National Accrediting Agency for Clinical Laboratory Sciences
INDEX TERMS: Interprofessional education, Simulation
Clin Lab Sci 2017;30(4):224
INTRODUCTION
Education has traditionally been delivered to a disciplinespecific audience by an instructor from that discipline. It happens within the four walls of a lecture hall. Learning is categorized into three domains: cognitive (knowledge), psychomotor (skills), and affective (values).1 In the college classroom setting, the cognitive domain is typically assessed by written examination. In healthcare education, students are also required to demonstrate proficiency in clinical skills, with most of the training occurring at a medical facility. Students in clinicals are assessed for these psychomotor skills by a preceptor, someone of the same discipline. Specific goals can be listed as competencies and students can be checked off when they become proficient. Assessing values is not as straight forward. Bloom et al. describe relative and increasing levels of maturity for the affective domain, beginning with receiving the new experience, responding to the experience, and progressing to valuing the experience, reflecting on the experience to organize its value with other values, and internalizing those values as character traits.1 Clinical experiences may influence the affective domain more than classroom work. Accrediting bodies for medical laboratory scientist and nurse training programs highlight all three learning domains in their standards/essentials.2,3
Healthcare professions face complex care environments with growing attention...