Teaming Up for Community Health Simulation Intervention: A Quasi-Experimental Study.

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Nursing Education Perspectives Pub Date : 2025-01-01 Epub Date: 2024-03-19 DOI:10.1097/01.NEP.0000000000001253

Kelly Powers, Jamie Brandon, Fei Chen

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引用次数: 0

Abstract

Aim: The aim of this study was to examine whether participating in a team-based simulation intervention would improve nursing students' empathy and commitment to addressing social determinants of health (SDOH) and interprofessional teamwork attitudes, beliefs, and behaviors. Outcomes were compared for intraprofessional versus interprofessional team participation.

Background: Nursing students must learn strategies to address SDOH, but this content is not well integrated in curricula. Teaming Up for Community Health was created to provide SDOH experiential team learning.

Method: Eighty-five nursing students participated in the intraprofessional comparison group or interprofessional intervention group. Surveys were completed before and after the intervention and two months later.

Results: Participants had heightened empathy and commitment to addressing SDOH at baseline. Interprofessional teamwork beliefs and behaviors improved for both groups.

Conclusion: Experiential learning about SDOH should focus on improving students' self-confidence and performance. Based on the study results, experiential team learning should be threaded through curricula.

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联手进行社区健康模拟干预：准实验研究

目的：本研究旨在探讨参与基于团队的模拟干预是否会提高护理专业学生的同理心、对解决健康的社会决定因素（SDOH）的承诺以及跨专业团队合作的态度、信念和行为。背景：背景：护理专业学生必须学习应对 SDOH 的策略，但这一内容并未很好地融入课程中。创建 "社区健康团队 "的目的是提供 SDOH 体验式团队学习：方法：85 名护理专业学生参加了专业内对比组或专业间干预组。干预前后及两个月后完成调查：结果：基线时，参与者的同理心和解决 SDOH 问题的决心都有所增强。两组参与者的跨专业团队合作信念和行为都有所改善：结论：有关 SDOH 的体验式学习应侧重于提高学生的自信心和表现。根据研究结果，体验式团队学习应贯穿整个课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nursing Education Perspectives EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

0.00%

发文量

197

期刊介绍： A publication of the National League for Nursing, Nursing Education Perspectives is a peer-reviewed, bimonthly journal that provides evidence for best practices in nursing education. Through the publication of rigorously designed studies, the journal contributes to the advancement of the science of nursing education. It serves as a forum for research and innovation regarding teaching and learning, curricula, technology, and other issues important to nursing education. Today, as nurse educators strive to advance research in nursing education and break away from established patterns and chart new pathways in nursing education, Nursing Education Perspectives is a vital resource. Nursing Education Perspectives is housed in the NLN Chamberlain College of Nursing for the Advancement of the Science of Nursing Education.