Currents in pharmacy teaching & learning · 2025
Evaluation of a critical illness simulation activity on perceptions and knowledge of interprofessional education between pharmacy and nutrition students.
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Williams Victoria, Sulejmani Essilvo, Roberts Kristen M, May Casey C
Аннотация
OBJECTIVE: Evaluate the effect of a novel interdisciplinary simulation activity in a critical care pharmacy elective course and assess students' perceptions toward interprofessional collaboration in the intensive care unit setting.
METHODS: Pharmacy and nutrition students enrolled in respective critical care elective courses participated in a surgical intensive care unit (SICU) simulation activity. Students were divided into interprofessional groups with discipline-specific topics of focus and provided with a clinical case of a critically ill surgical patient with enteral feeding intolerance. Pharmacy students were assigned a six-question quiz administered pre- and post-simulation that assessed understanding of the role of the dietitian and basic nutrition concepts; all students were given discipline-specific reflection questions following the activity that evaluated students' change in perception of their role and the role of the other discipline in the interprofessional SICU setting.
RESULTS: Nineteen pharmacy students and 11 nutrition students participated in the SICU simulation. Of the pharmacy students (n = 14) who completed both the pre- and post-simulation quiz, there was an improvement in quiz scores, 2.7 ± 0.97 to 4.3 ± 0.34; p < 0.001. Reflection question responses from all students revealed the following themes: enhanced self-perception of their own role, improved understanding of the other profession's role, and heightened degree of interprofessional respect in the care of a critically ill patient.
CONCLUSIONS: The interprofessional SICU simulation activity enhanced pharmacy student knowledge about nutrition and broadened all students' understanding of the other profession's roles in critical care.
METHODS: Pharmacy and nutrition students enrolled in respective critical care elective courses participated in a surgical intensive care unit (SICU) simulation activity. Students were divided into interprofessional groups with discipline-specific topics of focus and provided with a clinical case of a critically ill surgical patient with enteral feeding intolerance. Pharmacy students were assigned a six-question quiz administered pre- and post-simulation that assessed understanding of the role of the dietitian and basic nutrition concepts; all students were given discipline-specific reflection questions following the activity that evaluated students' change in perception of their role and the role of the other discipline in the interprofessional SICU setting.
RESULTS: Nineteen pharmacy students and 11 nutrition students participated in the SICU simulation. Of the pharmacy students (n = 14) who completed both the pre- and post-simulation quiz, there was an improvement in quiz scores, 2.7 ± 0.97 to 4.3 ± 0.34; p < 0.001. Reflection question responses from all students revealed the following themes: enhanced self-perception of their own role, improved understanding of the other profession's role, and heightened degree of interprofessional respect in the care of a critically ill patient.
CONCLUSIONS: The interprofessional SICU simulation activity enhanced pharmacy student knowledge about nutrition and broadened all students' understanding of the other profession's roles in critical care.