THE EFFECT OF SIMULATION-BASED INTERPROFESSIONAL EDUCATION ON ATTITUDES TOWARD TEAMWORK
Trial statusNot yet recruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
AgeNot listed
SponsorSaglik Bilimleri Universitesi
About this trial
Our study aims to evaluate the effect of interprofessional simulation-based learning on teamwork attitudes among nursing and paramedic students during the patient handover process. The study sample consists of fourth-year (senior) students from the Gülhane Faculty of Nursing at the University of Health Sciences and second-year (senior) students from the Paramedic Program at the School of Health Professions. In this study, the intervention will be conducted in two phases: the preparation phase and the implementation phase.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
Be a 4th-year (senior) student in a bachelor's degree program in nursing
Have completed an emergency department rotation as part of the Clinical Practice I course and have finished the emergency department internship
Having previously participated in a simulation-based practice
Be a second-year (final-year) student in the paramedic associate degree program
Disqualifiers
Must be a graduate of a vocational high school for health professions,
Must have worked or currently be working in the field as a nurse or emergency medical technician
Having previously participated in an interprofessional simulation-based practice.
Trial design
Design model
Single group
Treatments tested in this trial
Simulation-Based Interprofessional Education Program
Other interventionParticipants will receive theoretical training on the ATMIST (Age, Time, Mechanism, Injuries, Signs, Treatment) patient handover method. During the simulation exercises, teams consisting of a paramedic and a nursing student will be expected to perform patient handover using the ATMIST method. A prebriefing will be conducted before the simulation, and a debriefing using the Gather-Analyze-Summarize (GAS) model will be conducted afterward. Simulation performances will be evaluated by researchers using checklists. A Sociodemographic Data Collection Form and a Teamwork Attitudes Scale will be administered as a pre-test. In the post-test, the Teamwork Attitudes Scale and the Simulation Design Scale will be administered.
Treatment groups
56 Participants
are divided into 1 treatment groupGroup A: Simulation-Based Interprofessional Education GroupExperimental treatment 1 intervention
Trial outcomes
Primary outcomes
1
Teamwork Attitudes Questionnaire
The Teamwork Attitudes Questionnaire (TAS) was developed based on the Teamwork Attitudes Questionnaire (TAQ), which was created as part of the TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) program to assess healthcare professionals' attitudes toward teamwork. The validity and reliability study of the scale in Turkish was conducted by Yardımcı et al. The scale consists of five subscales: team structure, leadership, situational awareness, mutual support, and communication. Reliability analyses revealed that the Cronbach's alpha coefficients for the scale's subscales ranged from 0.70 to 0.89, demonstrating that the scale is a valid and reliable measurement tool for healthcare professionals in the Turkish population. The minimum score that can be obtained on the scale is 28, and the maximum score is 140. There are no reverse-scored items, and as the score increases, the level of teamwork attitude is higher.
Time frame
Baseline (pre-test), immediately after the training session (post-test)Secondary outcomes
1
Simulation Design Scale
The Simulation Design Scale was developed by Jeffries et al. (2006) to evaluate the design characteristics of simulation-based learning environments (19). Its validity and reliability were established by Ünver et al. in \[year\]. The scale consists of 20 items and two sections. The first section assesses the level of implementation of simulation design elements, while the second section evaluates the importance of these elements from the students' perspective. The scale consists of five subscales: objectives and knowledge, support, problem-solving, feedback/guided reflection, and realism. A higher score indicates a higher quality of simulation design and the student's greater emphasis on the simulation experience. In the reliability analyses conducted, the Cronbach's alpha coefficients for the scale's sub-dimensions ranged from 0.73 to 0.86, demonstrating that the scale is a valid and reliable measurement tool for nursing students in the Turkish population.
Time frame
İmmediately after the training session (post-test)Locations
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Source ClinicalTrials.gov
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