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

Kelly Powers; Jamie Brandon; Fei Chen

doi:10.1097/01.NEP.0000000000001253

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

Nurs Educ Perspect. 2024 Mar 19. doi: 10.1097/01.NEP.0000000000001253. Online ahead of print.

Authors

Kelly Powers¹, Jamie Brandon, Fei Chen

Affiliation

¹ About the Authors Kelly Powers, PhD, RN, CNE, is an associate professor, University of North Carolina at Charlotte School of Nursing, Charlotte, North Carolina. Jamie Brandon, DNP, RN, CNE, was a clinical assistant professor, University of North Carolina at Charlotte School of Nursing. Fei Chen, PhD, MEd, MStat, is an assistant professor, Department of Anesthesiology, University of North Carolina at Chapel Hill School of Medicine. The authors thank Jasmine Perry, Melinda Pierce, Ashton Atmore, Colette Townsend-Chambers, Bonnie Tiernan, Natasha Stracener, Ticola Ross, and Frances Ferrante-Fusilli for their assistance with implementing the study intervention. This work was supported by funds provided by a 2020 National League for Nursing Research in Nursing Education Grant. For more information, contact Dr. Powers at Kpower15@charlotte.edu.

PMID: 38501813
DOI: 10.1097/01.NEP.0000000000001253

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.