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Simulated Interprofessional Education Discharge Planning Meeting to Improve Skills Necessary for Effective Interprofessional Practice

Smith, Leslie, M., DPT, PT, CCS; Keiser, Megan, DNP, RN, CNRN, ACNS-BC, NP-C; Turkelson, Carman, DNP, MSN, RN, CCRN, CHSE; Yorke, Amy, M., PhD, PT, NCS; Sachs, Benjamin, SPT; Berg, Karen, DPT, PT, OCS

doi: 10.1097/NCM.0000000000000250

Purpose of Study: The purpose of this study was to evaluate the use of a simulation-enhanced interprofessional education (Sim-IPE) discharge planning learning experience using simulated patients (SPs), to explore the ability for students to communicate with each other and to a patient/caregiver, and to use clinical thinking to make a safe and appropriate interprofessional discharge recommendation.

Primary Practice Setting(s): Educational institution; university simulation center.

Methodology and Sample: A Sim-IPE was performed with students from physical therapy (N = 46), nursing (N = 25), and social work (N = 11). Students were placed into interprofessional teams. Presimulation, each student was expected to complete a survey and review several items including the patient case, a communication strategy, and community resources. The team then interacted with SPs portraying the patient and the family member. Postsimulation, facilitators led a debriefing session and students completed a post-IPE survey. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was completed pre- and postexperience.

Results: Most students reported that they strongly or somewhat agreed that the experience improved their clinical thinking skills (67%; n = 55), improved awareness of the patient voice in shared decision-making (72.8%; n = 59), improved ability to prioritize patient's list of impairments (75.3%; n = 61), and improved confidence with discharge planning (69.1%; n = 56).

Implications for Case Management Practice: Discharge planning is inherently an interprofessional process. Utilizing a simulation as a method to practice discharge planning may have a positive impact on future clinical practice. Completing the ICCAS may not be the appropriate assessment when evaluating change before and after an IPE experience based on the high scores noted preexperience. The use of a simulated discharge planning meeting may improve skills necessary for effective interprofessional practice.

Leslie M. Smith, DPT, PT, CCS, is Assistant Clinical Professor at the University of Michigan–Flint (UMF). She graduated from the UMF with a master's degree in physical therapy in 1995 and earned a transition DPT from Utica College in 2015. Leslie was named to the Interprofessional Leadership Fellowship at the University of Michigan in 2016 and completed in 2017.

Megan Keiser, DNP, RN, CNRN, ACNS-BC, NP-C, is Assistant Professor in the School of Nursing at the University of Michigan–Flint. She received her BSN in 1986 and a master of science in medical-surgical nursing in 1990, both from the University of Michigan, Ann Arbor. She received her doctorate of nursing practice in 2012 from Wayne State University. She was a member of the inaugural cohort for the International Nursing Association for Clinical Simulation and Learning Simulation Fellowship. She has participated in many grant-funded research projects involving interprofessional practice in health care.

Carman Turkelson, DNP, MSN, RN, CCRN, CHSE, is Assistant Professor of Nursing and Associate Director of the Nursing Simulation Center. Dr. Turkelson earned her doctor of nursing practice with a focus on interprofessional education using simulation from the University of Michigan Ann Arbor in 2013. She received her master of science in nursing education (MSN-Ed) from Michigan State University in 2008. Dr. Turkelson was named to the Interprofessional Leadership Fellowship at the University of Michigan in 2017.

Amy M. Yorke, PhD, PT, NCS, is Assistant Professor at the University of Michigan–Flint (UMF). Dr. Yorke received her master's degree in physical therapy in 1993 from UMF and earned her PhD in Interdisciplinary Health Sciences from Western Michigan University in 2013. Dr. Yorke was named as an Interprofessional Leadership Fellow at the University of Michigan in 2017.

Benjamin Sachs, SPT, is a second-year doctorate of physical therapy student at the University of Michigan–Flint. Ben received his BS in health science from the University of Central Florida. He serves as a graduate research student assistant for Interprofessional Education.

Karen Berg, DPT, PT, OCS, is Clinical Assistant Professor and Co-Associate Director of Clinical Education at the University of Michigan-Flint (UMF). Dr. Berg earned her BS in physical therapy from Wayne State University in 1989 and her Transitional DPT from Des Moines University in 2010. She is a board-certified orthopedic clinical specialist and an APTA advanced credentialed clinical instructor.

Address correspondence to Leslie M. Smith, DPT, PT, CCS, Physical Therapy Department, University of Michigan–Flint, 2157 Williams S. White Bldg, 303 E. Kearsley St, Flint, MI 48502 (

The authors report no conflicts of interest.

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