Interprofessional simulation-based education and resilience-focused debriefing for improved teamwork
Abstract
Interprofessional simulation-based education (IPSE) of healthcare students in interprofessional teamwork aims at improving patient safety, but issues related to trust and hierarchy may hamper learning interprofessional teamwork. Patient safety relies on healthcare staff being able to work in the complex nature of healthcare, an ability termed resilience. The aim of this thesis was to explore how IPSE can contribute to transform students’ understanding of teamwork and professional roles, and how theories on complexity and resilience can be applied in IPSE.
Multiple methods were employed including thematic analysis of focus group interviews with students (Study I). Design-based research used in Studies II-IV, entailed thematic analysis of focus group interviews with facilitators (Study II), development of debriefing techniques (Study III) and mixed methods research including assessment of team performance (Study IV). All data was collected in connection to IPSE courses for nursing and medical students.
The results showed that IPSE students reconsidered their professional roles and gained confidence in each other. The facilitators found concepts of complexity and resilience were relevant, and that exploring complexity and how solutions were achieved were important. For this purpose, 16 techniques for resilience-focused debriefing were developed. Resilience-focused debriefing helped facilitators to guide the students’ attention to complexity and their abilities to act resiliently. Students demonstrated satisfactory team performance, although there were no significant differences between Scenario 1 and 5.
In conclusion, the studies showed that IPSE has the potential to transform healthcare students’ understanding of their roles and teamwork. By adopting resilience-focused debriefing, IPSE can guide students’ attention to the complexity of interprofessional teamwork and raise awareness about their abilities to act resiliently, which may contribute to increasing patient safety.
Parts of work
I. Oxelmark, L., Nordahl Amorøe, T., Carlzon, L., & Rystedt, H. (2017). Students' understanding of teamwork and professional roles after interprofessional simulation – a qualitative analysis. Advances in Simulation, 2, 8. http://doi.org/10.1186/s41077-017-0041-6 II. Amorøe, T. N., Rystedt, H., Oxelmark, L., Dieckmann, P., & An-dréll, P. (2023). How theories of complexity and resilience affect interprofessional simulation-based education: a qualitative analy-sis of facilitators' perspectives. BMC Medical Education, 23(1), 717. http://doi.org/10.1186/s12909-023-04690-7 III. Amorøe, T. N., Rystedt, H., Oxelmark, L., Dieckman, P., & Andréll, P. (2024). Resilience-focused debriefing: Addressing complexity in interprofessional simulation-based education – a design-based research study. Submitted for publication. IV. Amorøe, T. N., Rystedt, H., Oxelmark, L., Dieckman, P., Jonsson, K., Escher, C., Creutzfeldt, J, Andréll, P. (2024). Exploring Effects of Resilience-Focused Debriefing on Reflection and Teamwork in Interprofessional Simulation-Based Education – A Mixed Method Study. In manuscript.
Degree
Doctor of Philosophy (Medicine)
University
University of Gothenburg. Sahlgrenska Academy
Institution
Institute of Medicine. Department of Molecular and Clinical Medicine
Disputation
Fredagen den 7 juni 2024, kl. 9.00, R-aulan, R-huset, Mölndals sjukhus, Länsmansgatan 28, Mölndal
Date of defence
2024-06-07
torben.nordahl.amoroe@gu.se
Date
2024-05-15Author
Amorøe, Torben Nordahl
Keywords
Patient Safety
Interprofessional education
Patient Simulation
Debriefing
Crisis Resource Management
Complexity
Organizational Resilience
Design-based research
Publication type
Doctoral thesis
ISBN
978-91-8069-757-6 (Tryckt)
978-91-8069-758-3 (PDF)
Language
eng