Bettina Flaiz, (M.A.); Ulrike Kienle (Dipl. Paed.) Dr. Rose Seifert; Prof. Dr. Anke Simon; Prof. Dr. Margrit Ebinger;

Transcription

1 Simulation increasing inter-professionalism and knowledge transfer in nursing curricula Bettina Flaiz, (M.A.); Ulrike Kienle (Dipl. Paed.) Dr. Rose Seifert; Prof. Dr. Anke Simon; Prof. Dr. Margrit Ebinger; Nursing Simulation Alive 2016, , Rovaniemi-Lapland

2 LOCATIONS OF THE DHBW DHBW Heidenheim DHBW Karlsruhe DHBW Lörrach DHBW Mannheim DHBW Mosbach with Campus Bad Mergentheim with Campus Heilbronn DHBW Ravensburg with Campus Friedrichshafen DHBW Stuttgart with Campus Horb DHBW Villingen-Schwenningen ALMOST 30,000 STUDENTS IN TOTAL AT THE DHBW 2

3 Study center of health sciences & management 3

4 OPEN Open Education in Nursing A program for higher qualification in nursing A project promoted by the Federal Ministry of Education and Research Development and introduction of a part-time bachelor course for higher qualification in nursing (academic level) Target Group: Employed persons, Persons with family responsibilities, Work returner (i.e. after parental leave), Qualified employees also without formal university entrance qualification Background Information: Nursing edcuation in Germany is still a vocational training.study program (Bachelor Applied Nursing Science) is for professionally qualified nurses 4

5 What we know Attitude patient safety reducing mistakes & complications economic efficiency 5

6 Aim of the concept Integration of simulation learning within nursing and medicine curricula How to do things right* establishing knowledge and confidence for their daily practice Learning in a safe environment *right = according to standards and procedures 6

7 Challenges l Simulation scenarios nurse working on the ward 76,8 % typical patient: 60 + chronical disease simulation settings?????? nurse working in emergency care/ ICU 23,2 % simulation settings Percentage of nurses in General Hospitals (with at least 50 beds) in Germany DKI (Deutsches Krankenhaus Institut) (2013): Krankenhaus Barometer. Umfrage In: 7

8 Challenges II Traditional hierarchical structures Defining good performance?! 8

9 Idea for concept development Cooperation between the DHBW study center and the Stuttgart Pediatric and Patient Simulator Developing real / everyday simulation scenarios Define learning outcomes for the scenarios Install team spirit & partnership (medical & nursing students) Challenging stereotypes 9

10 Learning Scenarios Learning from one another 1 st step Analysing scenarios together interprofessional : identify benefits of working together discuss what is good performance 2 st step Inserting a urinary catheter Briefing case- scenarios action (Students acting out in small interprofessional teams) Self-reflection De-Briefing, video-based Implications for practice / lessons learned 12

11 Monitoring through complementary research Possible Design BEvaKomp (German, students subjective competencies measurement) IPE (Interprofessional Perception Scala) (1979) RIPLS (Readiness for interprofessional learning scale) Impact of simulation learning using open questions + - IOM (2015): Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes, S. 1-2 Reeves, S.; Perriere, L.; Goldmann, J.; Freeth, D.; Zwarenstein, M. (2013): Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Library: DOI: / CD pub3 Simon, A.; Flaiz, B.; Heeskens, K. (2015): Kompetenzorientierung in der Studiengangentwicklung. In: Mörth, A. & Pellert, A. (Hrsg.): Handreichung Qualitätsmanagement in der wissenschaftlichen Weiterbildung - Qualitätsmanagementsysteme, Kompetenzorientierung und Evaluation. Eine Publikation der wissenschaftlichen Begleitung des Bund-Länder-Wettbewerbs "Aufstieg durch Bildung: offene Hochschulen". Berlin. S

12 Thank you very much for your kind attention Contact: Bettina Flaiz DHBW Stuttgart Ulrike Kienle DHBW Stuttgart 14

13 Literature Centre For The Advancement of Interprofessional Education CAIPE (2011): Principles of Interprofessional Education. aufgerufen am IOM (2015): Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes, S. 1-2 Reeves, S.; Perriere, L.; Goldmann, J.; Freeth, D.; Zwarenstein, M. (2013): Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Library: DOI: / CD pub3 Simon, A.; Flaiz, B.; Heeskens, K. (2015): Kompetenzorientierung in der Studiengangentwicklung. In: Mörth, A. & Pellert, A. (Hrsg.): Handreichung Qualitätsmanagement in der wissenschaftlichen Weiterbildung - Qualitätsmanagementsysteme, Kompetenzorientierung und Evaluation. Eine Publikation der wissenschaftlichen Begleitung des Bund-Länder-Wettbewerbs "Aufstieg durch Bildung: offene Hochschulen". Berlin. S Thannhauser, J. Russell-Mayhewa, S.; Scotta, Catherine (2010): Measures of inter-professional education and collaboration. (24), S Thistlethwaite, Jill (2012): Inter-professional education: a review of context, learning and the research agenda. Medical Education (64). S