Background: Improving interprofessional interaction and collaboration is needed to facilitate the early identification and treatment method of individuals with sepsis. Making ready undergraduate professional medical and nursing college students for the awareness and capabilities essential to evaluate, escalate, and deal with patients with sepsis is important for their entry into scientific practice. Nonetheless, the COVID-19 pandemic and social distancing steps have made the require for interactive distance finding out to guidance collaborative discovering.
Aim: This analyze aimed to evaluate the impact of sepsis interprofessional schooling on health-related and nursing students’ sepsis awareness, crew communication skills, and skill use in clinical observe.
Approaches: A combined solutions structure making use of a 1-group pretest-posttest design and style and aim team conversations was applied. This review included 415 undergraduate healthcare and nursing college students from a university in Singapore. Right after a baseline evaluation of the participants’ sepsis information and crew interaction skills, they underwent didactic e-understanding followed by virtual telesimulation on early recognition and management of sepsis and crew interaction procedures. The participants’ sepsis understanding and group interaction competencies have been evaluated right away and 2 months just after the telesimulation. In complete, 4 target group discussions ended up carried out working with a purposive sample of 18 health-related and nursing learners to check out their transfer of understanding to scientific follow.
Outcomes: As opposed with the baseline scores, both of those the professional medical and nursing students demonstrated a major advancement in sepsis know-how (P<.001) and team communication skills (P<.001) in immediate posttest scores. At the 2-month follow-up, the nursing students continued to have statistically significantly higher sepsis knowledge (P<.001) and communication scores (P<.001) than the pretest scores, whereas the medical students had no significant changes in test scores between the 2-month follow-up and pretest time points (P=.99). A total of three themes emerged from the qualitative findings: greater understanding of each other’s roles, application of mental models in clinical practice, and theory-practice gaps. The sepsis interprofessional education—particularly the use of virtual telesimulation—fostered participants’ understanding and appreciation of each other’s interprofessional roles when caring for patients with sepsis. Despite noting some incongruities with the real-world clinical practice and not encountering many sepsis scenarios in clinical settings, participants shared the application of mental models using interprofessional communication strategies and the patient assessment framework in their daily clinical practice.
Conclusions: Although the study did not show long-term knowledge retention, the use of virtual telesimulation played a critical role in facilitating the application of mental models for learning transfer and therefore could serve as a promising education modality for sepsis training. For a greater clinical effect, future studies could complement virtual telesimulation with a mannequin-based simulation and provide more evidence on the long-term retention of sepsis knowledge and clinical skills performance.