Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofession... more Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofessional collaborative competencies. Psychologically safe environments are necessary to address socio-historical hierarchies and coercive practices that may occur in IP-SBE, facilitating fuller student participation. A scoping review was conducted to understand the barriers and enablers of psychological safety within IP-SBE. Research papers were eligible if they included two or more undergraduate and/or post-graduate students in health/social care qualifications/degrees and discussed barriers and/or enablers of psychological safety within simulation-based education. Sources of evidence included experimental, quasi-experimental, analytical observational, descriptive observational, qualitative, and mixed-methodological peer-reviewed studies. English or English-translated articles, published after January 1, 1990, were included. Data were extracted by two members of the research team. Extraction conflicts were resolved by the principal investigators. In total, 1,653 studies were screened; 1,527 did not meet inclusion criteria. After a full-text review, 99 additional articles were excluded; 27 studies were analyzed. Psychological safety enablers include prebriefing-debriefing by trained facilitators, no-blame culture, and structured evidenced-based simulation designs. Hierarchy among/between professions, fear of making mistakes, and uncertainty were considered barriers. Recognition of barriers and enablers of psychological safety in IP-SBE is an important first step towards creating strategies that support the full participation of students in their acquisition of IPC competencies.
Journal of obstetric, gynecologic, and neonatal nursing : JOGNN / NAACOG, 2015
To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled... more To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled trial (RCT). Two university affiliated Level III neonatal intensive care units (NICUs). One hundred and seventeen sets (N = 234) of stable preterm twins (<37 weeks gestational age at birth) admitted to the NICU. Sets of twins were randomly assigned to be cared for in a single cot (cobedded) or in separate cots (standard care). State response was obtained from videotaped and physiologic data measured and recorded for three, 3-hour sessions over a one-week study period. Tapes were coded for infant state by an assessor blind to the purpose of the study. Twins who were cobedded spent more time in the same state (p < .01), less time in opposite states (p < .01), were more often in quiet sleep (p < .01) and cried less (p < .01) than twins who were cared for in separate cots. There was no difference in physiological parameters between groups (p = .85). There was no difference in...
Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofession... more Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofessional collaborative competencies. Psychologically safe environments are necessary to address socio-historical hierarchies and coercive practices that may occur in IP-SBE, facilitating fuller student participation. A scoping review was conducted to understand the barriers and enablers of psychological safety within IP-SBE. Research papers were eligible if they included two or more undergraduate and/or post-graduate students in health/social care qualifications/degrees and discussed barriers and/or enablers of psychological safety within simulation-based education. Sources of evidence included experimental, quasi-experimental, analytical observational, descriptive observational, qualitative, and mixed-methodological peer-reviewed studies. English or English-translated articles, published after January 1, 1990, were included. Data were extracted by two members of the research team. Extraction conflicts were resolved by the principal investigators. In total, 1,653 studies were screened; 1,527 did not meet inclusion criteria. After a full-text review, 99 additional articles were excluded; 27 studies were analyzed. Psychological safety enablers include prebriefing-debriefing by trained facilitators, no-blame culture, and structured evidenced-based simulation designs. Hierarchy among/between professions, fear of making mistakes, and uncertainty were considered barriers. Recognition of barriers and enablers of psychological safety in IP-SBE is an important first step towards creating strategies that support the full participation of students in their acquisition of IPC competencies.
.................................................................................................... more ........................................................................................................................ x LIST OF ABBREVIATIONS USED .................................................................................xi ACKNOWLEDGEMENTS .............................................................................................. xii CHAPTER I: INTRODUCTION ........................................................................................ 1 Background and Significance .................................................................................. 1 Professional Accountability ......................................................................... 4 Ethical Accountability ................................................................................. 5 Legal Accountability .................................................................................... 5 Employment Accountability ........................................................................ 6 Purpose of Study ...................................................................................................... 7 Research Question .................................................................................................... 8 CHAPTER II: REVIEW OF THE LITERATURE Defining Accountability ........................................................................................... 9 Statements of Accountability ..................................................................... 12 Standards of Practice .................................................................................. 13 Standards of Care ....................................................................................... 15 Individual Accountability ...................................................................................... 16 Collaborative Accountability .................................................................................18 Summary of Evidence ............................................................................................23
OBJECTIVE The objective of this scoping review is to examine pedagogies used to teach interprofes... more OBJECTIVE The objective of this scoping review is to examine pedagogies used to teach interprofessional health learners to break bad news collaboratively. INTRODUCTION Breaking bad news is a skill health care professionals must be equipped to deliver well, yet literature shows that this skill receives little attention in program curricula. Consequently, health care professionals feel inadequately prepared to deliver bad news leading to greater burnout, distress, and fatigue. INCLUSION CRITERIA Studies that describe pedagogies used to teach breaking bad news will be considered for inclusion. Studies must include two or more undergraduate and/or postgraduate learners working towards a professional health or social care qualification or degree at a university or college. Studies including lay, complementary and alternative, or non-health professional learners will be excluded. METHODS The JBI three-step process will be followed for developing the search. Databases to be searched are: M...
Journal of obstetric, gynecologic, and neonatal nursing : JOGNN / NAACOG, 2015
To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled... more To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled trial (RCT). Two university affiliated Level III neonatal intensive care units (NICUs). One hundred and seventeen sets (N = 234) of stable preterm twins (<37 weeks gestational age at birth) admitted to the NICU. Sets of twins were randomly assigned to be cared for in a single cot (cobedded) or in separate cots (standard care). State response was obtained from videotaped and physiologic data measured and recorded for three, 3-hour sessions over a one-week study period. Tapes were coded for infant state by an assessor blind to the purpose of the study. Twins who were cobedded spent more time in the same state (p < .01), less time in opposite states (p < .01), were more often in quiet sleep (p < .01) and cried less (p < .01) than twins who were cared for in separate cots. There was no difference in physiological parameters between groups (p = .85). There was no difference in...
Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofession... more Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofessional collaborative competencies. Psychologically safe environments are necessary to address socio-historical hierarchies and coercive practices that may occur in IP-SBE, facilitating fuller student participation. A scoping review was conducted to understand the barriers and enablers of psychological safety within IP-SBE. Research papers were eligible if they included two or more undergraduate and/or post-graduate students in health/social care qualifications/degrees and discussed barriers and/or enablers of psychological safety within simulation-based education. Sources of evidence included experimental, quasi-experimental, analytical observational, descriptive observational, qualitative, and mixed-methodological peer-reviewed studies. English or English-translated articles, published after January 1, 1990, were included. Data were extracted by two members of the research team. Extraction conflicts were resolved by the principal investigators. In total, 1,653 studies were screened; 1,527 did not meet inclusion criteria. After a full-text review, 99 additional articles were excluded; 27 studies were analyzed. Psychological safety enablers include prebriefing-debriefing by trained facilitators, no-blame culture, and structured evidenced-based simulation designs. Hierarchy among/between professions, fear of making mistakes, and uncertainty were considered barriers. Recognition of barriers and enablers of psychological safety in IP-SBE is an important first step towards creating strategies that support the full participation of students in their acquisition of IPC competencies.
Journal of obstetric, gynecologic, and neonatal nursing : JOGNN / NAACOG, 2015
To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled... more To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled trial (RCT). Two university affiliated Level III neonatal intensive care units (NICUs). One hundred and seventeen sets (N = 234) of stable preterm twins (<37 weeks gestational age at birth) admitted to the NICU. Sets of twins were randomly assigned to be cared for in a single cot (cobedded) or in separate cots (standard care). State response was obtained from videotaped and physiologic data measured and recorded for three, 3-hour sessions over a one-week study period. Tapes were coded for infant state by an assessor blind to the purpose of the study. Twins who were cobedded spent more time in the same state (p < .01), less time in opposite states (p < .01), were more often in quiet sleep (p < .01) and cried less (p < .01) than twins who were cared for in separate cots. There was no difference in physiological parameters between groups (p = .85). There was no difference in...
Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofession... more Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofessional collaborative competencies. Psychologically safe environments are necessary to address socio-historical hierarchies and coercive practices that may occur in IP-SBE, facilitating fuller student participation. A scoping review was conducted to understand the barriers and enablers of psychological safety within IP-SBE. Research papers were eligible if they included two or more undergraduate and/or post-graduate students in health/social care qualifications/degrees and discussed barriers and/or enablers of psychological safety within simulation-based education. Sources of evidence included experimental, quasi-experimental, analytical observational, descriptive observational, qualitative, and mixed-methodological peer-reviewed studies. English or English-translated articles, published after January 1, 1990, were included. Data were extracted by two members of the research team. Extraction conflicts were resolved by the principal investigators. In total, 1,653 studies were screened; 1,527 did not meet inclusion criteria. After a full-text review, 99 additional articles were excluded; 27 studies were analyzed. Psychological safety enablers include prebriefing-debriefing by trained facilitators, no-blame culture, and structured evidenced-based simulation designs. Hierarchy among/between professions, fear of making mistakes, and uncertainty were considered barriers. Recognition of barriers and enablers of psychological safety in IP-SBE is an important first step towards creating strategies that support the full participation of students in their acquisition of IPC competencies.
.................................................................................................... more ........................................................................................................................ x LIST OF ABBREVIATIONS USED .................................................................................xi ACKNOWLEDGEMENTS .............................................................................................. xii CHAPTER I: INTRODUCTION ........................................................................................ 1 Background and Significance .................................................................................. 1 Professional Accountability ......................................................................... 4 Ethical Accountability ................................................................................. 5 Legal Accountability .................................................................................... 5 Employment Accountability ........................................................................ 6 Purpose of Study ...................................................................................................... 7 Research Question .................................................................................................... 8 CHAPTER II: REVIEW OF THE LITERATURE Defining Accountability ........................................................................................... 9 Statements of Accountability ..................................................................... 12 Standards of Practice .................................................................................. 13 Standards of Care ....................................................................................... 15 Individual Accountability ...................................................................................... 16 Collaborative Accountability .................................................................................18 Summary of Evidence ............................................................................................23
OBJECTIVE The objective of this scoping review is to examine pedagogies used to teach interprofes... more OBJECTIVE The objective of this scoping review is to examine pedagogies used to teach interprofessional health learners to break bad news collaboratively. INTRODUCTION Breaking bad news is a skill health care professionals must be equipped to deliver well, yet literature shows that this skill receives little attention in program curricula. Consequently, health care professionals feel inadequately prepared to deliver bad news leading to greater burnout, distress, and fatigue. INCLUSION CRITERIA Studies that describe pedagogies used to teach breaking bad news will be considered for inclusion. Studies must include two or more undergraduate and/or postgraduate learners working towards a professional health or social care qualification or degree at a university or college. Studies including lay, complementary and alternative, or non-health professional learners will be excluded. METHODS The JBI three-step process will be followed for developing the search. Databases to be searched are: M...
Journal of obstetric, gynecologic, and neonatal nursing : JOGNN / NAACOG, 2015
To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled... more To evaluate the efficacy of cobedding on twin coregulation and twin safety. Randomized controlled trial (RCT). Two university affiliated Level III neonatal intensive care units (NICUs). One hundred and seventeen sets (N = 234) of stable preterm twins (<37 weeks gestational age at birth) admitted to the NICU. Sets of twins were randomly assigned to be cared for in a single cot (cobedded) or in separate cots (standard care). State response was obtained from videotaped and physiologic data measured and recorded for three, 3-hour sessions over a one-week study period. Tapes were coded for infant state by an assessor blind to the purpose of the study. Twins who were cobedded spent more time in the same state (p < .01), less time in opposite states (p < .01), were more often in quiet sleep (p < .01) and cried less (p < .01) than twins who were cared for in separate cots. There was no difference in physiological parameters between groups (p = .85). There was no difference in...
Uploads