This work is licensed under a Creative Commons Attribution 4.0 License.
INTRODUCTION The purpose of this study was to assess changes in attitudes toward interprofessional collaborative competency attainment of undergraduate dietetics, gerontology/long term care administration, and occupational therapy assistant (OTA) students as a result of participating in a problem-based simulated nursing home dining experience.
METHODS A one-group quasi-experimental post-test design, with convenience sample, was used in this study. Forty-three students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) tool, a validated 20-item scale measuring attitudes toward interprofessional collaborative competency attainment. The ICCAS assesses six competencies: communication, collaboration, roles and responsibilities, collaborative patient/familycentered approach, conflict management/resolution and team functioning. A paired-sample t-test was conducted to evaluate the impact of the dining simulation on students’ ICCAS responses.
RESULTS A statistically significant increase was found in the ICCAS summative score from the retrospective look designated as Time 1 (M=108.95; SD=19.76) to Time 2 [M=127.65; SD=17.86, t(42)= -8.63, p<.0005].
CONCLUSION The results of this study have potential implications for educators, practitioners and researchers. Careful planning during case development enhanced the realism and accuracy of the simulation. This nursing home dining simulation using problem-based case scenarios was found to be an effective method of promoting interprofessional collaborative competencies with a unique group of healthcare students.
An Interprofessional Education Nursing Home Dining Simulation Promotes Changes in Student Attitudes.
Health and Interprofessional Practice
Available at: https://doi.org/10.7710/2159-1253.1078
© 2016 Arvin et al.