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Introduction: Interprofessional health care teams are essential for clinical decision making when providing care for patients with complex medical histories in the community setting. The purpose of this mixed methods, quasi-experimental study was to explore health care students' perceptions of communication and collaboration after an interprofessional simulation in a community health environment. Although interprofessional collaboration in community settings has been shown to improve patient outcomes and perceived quality of life, little emphasis has been placed on how to prepare future health care providers for interprofessional practice in this challenging environment. Methods: This study used a sample of convenience of 87 health care students (30 physical therapist students, 34 nursing students, and 23 emergency medical services students) enrolled in 2 education institutions in Southwest Virginia. Quantitative data were collected using the 21-item Interprofessional Socialization and Valuing Scale (ISVS-21). Qualitative data, collected through focus group interviews, were analyzed using thematic analysis. Results: Overall, students improved their perception on all items on the ISVS-21. The students in this study were also able to reflect on their profession's role in the community health setting, discuss key information to be shared to ensure the continuity of patient care, and explore an effective handoff process between professions. Discussion and Conclusion: Students gained understanding of each professions' perceptions of care priorities in the community and the different communication strategies may better prepare the students to enter the diverse and complex community health care environment. [ABSTRACT FROM AUTHOR]

Background and Purpose: A common role within all health care professions includes the ability to recognize and report elder abuse. However, teaching the characteristics and assessment of abuse can be difficult. To allow students to engage in a realistic case-based scenario within a health care team, an immersive simulation was developed involving the care of an elderly woman with signs of abuse. The purpose of this quasiexperimental study was to explore the influence of the experience on the participants' perceptions of interprofessional care and their understanding of the assessment of abuse. Methods: This study utilized a mixed-methods research design. A sample of convenience of nursing and physical therapy students (n = 143) from 3 institutions in southwest Virginia was utilized for this study. Participants' perceptions were assessed using the Interprofessional Socialization and Valuing Scale (ISVS) and through focus group interviews. Results: Students demonstrated a statistically significant improvement based on the Wilcoxon matched pairs test (P <.001) on all 21 questions of the ISVS. A phenomenological study design was employed for qualitative analysis of focus group interviews performed postsimulation to generate information about the students' perceptions of the experience. Two themes emerged from the interviews: (1) communication as a team to provide wholistic patient care and (2) recognition of abuse. Discussion: The students reported an improved understanding of collaboration on a health care team and how to investigate potential abuse occurring in the home. This further supports research suggesting the importance of interactive learning techniques in teaching health care students to recognize symptoms of elder abuse. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the influence of a simulation experience, using standardized patients (SPs), on physical therapy students' perceptions of comfort with early mobilization of patients in a critical care environment. Methods: To explore the influence of the simulation experience on students' confidence in the assessment and treatment of critically ill patients, a survey investigating the skills associated with cardiovascular and pulmonary physical therapy was developed and administered before and after the experience. In addition, focus group interviews explored the students' perceptions of the simulation scenarios. Results: Similar to studies using high-fidelity human simulators, students reported increased comfort with the skills required for early rehabilitation of patients in critical care settings. In addition, students discussed the realism of scenarios, the practical application of previously acquired knowledge, and the need to adapt to the patient response during the scenarios. Conclusions: With the advancement of the simulation technology, SPs can be used to accurately portray patients in critical care units. The use of SPs allows for the unrestricted ability to mobilize the patient and, therefore, the ability to practice the skills associated with early rehabilitation in the intensive care setting. [ABSTRACT FROM AUTHOR]