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Past research indicates that inadequacies in health care delivery create substantial preventable quality issues that can be addressed through improving relationships among clinicians to decrease the negative effects on patient outcomes. The purpose of this article is to describe the implementation of an interprofessional education project with senior nursing and third-year medical students working in teams in a clinical setting. Results include data from focus groups conducted at the conclusion of the project. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to establish psychometric testing of the Indiana University Simulation Integration Rubric (IUSIR), a tool for measuring interprofessional communication in simulations. BACKGROUND Educators engage in a wide variety of activities to promote interprofessional education, with many of these activities involving simulation. As interprofessional education evolves, tools are needed to measure the effectiveness of interventions. METHOD A sample of 229 pre-licensure bachelor of science in nursing students and 66 pre-licensure first- and second-year medical students was evaluated using the IUSIR. Cronbach's alpha, inter-item and inter-total correlations, and interrater agreement were used to evaluate reliability of the tool. An ANOVA to test for difference between the two levels of students was used to establish validity. RESULTS Reliability and validity were supported for all individual items for nursing and medical students, and for all team items. CONCLUSION The IUSIR is a reliable and valid measure for interprofessional communication. [ABSTRACT FROM AUTHOR]

Health professions programmes are increasing the number of interprofessional events in their curricula. Many of these programmes are grounded in case study or simulation events in order to prepare students for eventual practice. We designed an interprofessional education collaborative practice (IPECP) that provides direct interprofessional practice experience while students are still in their health profession programmes. In our programme, teams of senior baccalaureate nursing and third-year medical students provided health coaching to patients in need of chronic disease management. The purpose of the project and study was to determine whether repeated exposure to opportunities for interprofessional communication would lead to improvement in the individual and team communication skills. Teams met with their assigned patients monthly to provide coaching and had follow-up conversations with the patients between meetings. Faculty were present at each meeting to review the healthcare and coaching plans, observe the teams' interactions, and provide a debriefing after each meeting. Results demonstrated that both individual and team communication skills significantly increased over time. The IPECP projectwas successful in providing a contextwhere students could develop and improve upon key interprofessional communication skills. [ABSTRACT FROM AUTHOR]

The Institute of Medicine has called for more interprofessional collaboration between physicians and nurses. The purpose of this research was to compare the outcomes in affective and communication domains using a traditional (roundtable) model versus simulation in nursing and medical students. A prospective, descriptive survey design was used to collect data on 41 senior bachelor of science in nursing students, and 19 second-year medical students. The simulation strategy resulted in statistically higher levels of stress as identified by participants. In addition, nearly all participants reported having a better sense of the clinical role, and with 55 percent of participants stating that the experience changed their view of the role of the clinical team. This initial study indicates that interprofessional communication may be enhanced using simulation. [ABSTRACT FROM AUTHOR]