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INCREASING INTERPROFESSIONAL
COMPETENCIES VIA A MOCK DISASTER
KENYA KIRKENDOLL, MSN, MPH, RN
TERESA BATES, MSN, RN
CAROL GRANTHAM, PhD, RN
JOAN CRANFORD, EdD, RN
OBJECTIVES
• BY THE END OF THE SESSION PARTICIPANTS WILL BE ABLE TO
• IDENTIFY INTERPROFESSIONAL COMPETENCIES
• EXPLAIN THE NEED FOR EMERGENCY PREPAREDNESS & RESPONSE TRAINING
AMONG NURSING AND ALLIED HEALTH STUDENTS
• DISCUSS ORGANIZATION OF A MASS CASUALTY EVENT AMONG NURSING
STUDENTS, ALLIED HEALTH STUDENTS, & COMMUNITY PARTNERS
INTERPROFESSIONAL EDUCATION
 ENGAGEMENT OF STUDENTS FROM TWO OR MORE
PROFESSIONS ASSOCIATED WITH HEALTH CARE IN
LEARNING ABOUT EACH OTHER TO ENABLE
EFFECTIVE COLLABORATION AND IMPROVE HEALTH
OUTCOMES
 THE GOAL OF ANY PATIENT ENCOUNTER SHOULD BE
THE BEST POSSIBLE OUTCOME
IPE IS CHARACTERIZED BY:
Partnership
Respect
Communication
Shared
decision
making
Collaboration
HISTORY OF IPEC
• CREATED IN 2009
• SIX NATIONAL EDUCATIONAL ASSOCIATIONS OF
SCHOOLS OF THE HEALTH PROFESSIONS
CORE COMPETENCIES FOR INTERPROFESSIONAL
COLLABORATIVE PRACTICE (MAY 2011)
• DOMAIN 1
• VALUES/ETHICS FOR INTERPROFESSIONAL
PRACTICE
• DOMAIN 2
• ROLES/RESPONSIBILITIES
• DOMAIN 3
• INTERPROFESSIONAL COMMUNICATION
• DOMAIN 4
• TEAMS & TEAMWORK
DESIRED OUTCOME
“To move health systems from fragmentation to a
position of strength.”
Once students understand how to work interprofessionally, they are
ready to enter the workplace as a member of the collaborative practice
team.
*If we’re going to work together, doesn’t common sense dictate that we learn together as well?
Multiple disciplines, one common goal.
WHY IS THIS IMPORTANT TO STUDENT
LEARNING???
MAN-MADE DISASTERS
NATURAL DISASTERS
TERRORISTIC ACTS
TRANSPORTATION (MOTOR
VEHICLES, AIRPLANES, PUBLIC
TRANSIT, RAILWAYS)
TORNADOES
OKLAHOMA CITY BOMBING (1995)
FLOODS
ATTACK ON WORLD TRADE CENTER
9/11 (2001)
CHEMICAL SPILLS
EARTHQUAKES
ACTS OF
VIOLENCE
SANDY HOOK SCHOOL
SHOOTING (2012)
BOSTON MARATHON BOMBS (2013)
EMERGENCY PREPAREDNESS IN HEALTH
PROFESSION EDUCATION
• EMERGENCY PREPAREDNESS: ALL MEASURES AND POLICIES TAKEN
BEFORE AN EVENT OCCURS THAT ALLOW FOR PREVENTION, MITIGATION AND
READINESS
• MASS CASUALTY: “AN EVENT WHICH GENERATES MORE PATIENTS AT ONE TIME
THAN LOCALLY AVAILABLE RESOURCES CAN MANAGE USING ROUTINE
PROCEDURES. IT REQUIRES EXCEPTIONAL EMERGENCY ARRANGEMENTS AND
ADDITIONAL OR EXTRAORDINARY ASSISTANCE” (WHO, 2007, P. 13)
EMERGENCY MANAGEMENT CYCLE
SOLICIT SUPPORT
• FACULTY
• STUDENTS
GET STAKEHOLDERS ON BOARD
•
GEORGIA STATE UNIVERSITY SCHOOL OF NURSING AND HEALTH PROFESSIONS
REPRESENTATIVES
•
GEORGIA DEPARTMENT OF PUBLIC HEALTH, HEALTH PROTECTION, EMERGENCY
PREPAREDNESS & RESPONSE
•
•
•
•
•
GEORGIA STATE UNIVERSITY OFFICE OF EMERGENCY MANAGEMENT
GEORGIA STATE UNIVERSITY FACILITIES MANAGEMENT
GEORGIA STATE UNIVERSITY POLICE
CITY OF ATLANTA POLICE
OTHER EMERGENCY MANAGEMENT NETWORKS IN METROPOLITAN ATLANTA AREA
ESSENTIAL COMPONENTS
COORDINATION
TRIAGE PLAN
CAPABILITY
COMMUNICATION
CAPACITY
THE SIMULATION
DISASTER SCENE
EMERGENCY DEPARTMENT
•
INTERPROFESSIONAL TEAMS OF 1ST
RESPONDERS
•
INTERPROFESSIONAL TEAMS OF 1ST
RESPONDERS
•
ACTIVE SHOOTER IN UNIVERSITY
CLASSROOM
•
SIMULATION LAB & CLASSROOMS
ONCE SCENE WAS DECLARED CLEAR
•
•
•
1ST RESPONDER TEAMS RESPOND TO
CLASSROOM-TRIAGE & TRANSPORT OF
VICTIMS
CONVERTED HOSPITAL
HOSPITAL PERSONNEL NOTIFIED OF MASS
CASUALTY EVENT; EMERGENCY PROTOCOL
•
WITH ARRIVAL OF VICTIMS 1ST RESPONDERS
TRIAGE & TREAT AS APPROPRIATE
WORK
•
COORDINATE & ASSIGN ROLES: VICTIMS,
VOLUNTEERS
DEVELOP SIMULATION PROTOCOL & SAFETY
PLAN
•
•
PREPARE SCRIPTS, HANDOUTS, & INSTRUCTIONS
FOR STUDENTS & VOLUNTEERS
TRAIN 1ST RESPONDERS & 1ST
RECEIVERS (ED)
DEVELOP TRANSPORTATION PROTOCOL
•
CREATE WORK ASSIGNMENTS & FOCUS ON THE
MINUTIA {NAME TAGS, PAPERWORK
DEVELOPMENT, VIDEOGRAPHER, MOULAGE
TECHNICIANS, ETC}
•
•
•
•
•
•
•
PLANNING BEGINS 1 YEAR BEFORE SIMULATION
FIND VENUE
CREATE DISASTER SCENE
CREATE SIMULATED HOSPITAL & ED
CRAFT HOSPITAL EMERGENCY PLAN
OTHER CONSIDERATIONS
• SENSITIVITY TO STUDENT
EMOTIONS
• FORMING PARTNERSHIPS
• RESOURCES & TIME ALLOCATION
• EVALUATION OF STUDENTS
• CLINICAL HOURS ASSIGNED
• STAFF/FACULTY TRAINING
Remember:
Evaluation is the
key to
IMPROVEMENT
& SUCCESS
EVALUATION & FEEDBACK
Team Structure: Identifies goals, assigns roles and responsibilities, holds
members accountable
Excellent: 5
4
Average: 3
2
Poor: 1
0
5
10
15
20
25
30
35
40
45
50
EVALUATION & FEEDBACK
Leadership: Declares event, utilizes resources, delegates tasks and
balances workload, empowers members to speak freely
Excellent: 5
4
Average: 3
2
Poor: 1
0
5
10
15
20
25
30
35
40
EVALUATION & FEEDBACK
Situation Monitoring: Includes patient/family in communication, cross
monitors members, fosters communication
Excellent: 5
4
Average: 3
2
Poor: 1
0
5
10
15
20
25
30
35
40
45
EVALUATION & FEEDBACK
Mutual Support: Advocates for the patient and patient safety, respects and
understands work of other team members, collaboratively provides care of
patients
Excellent: 5
4
Average: 3
2
Poor: 1
0
5
10
15
20
25
30
35
40
45
50
EVALUATION & FEEDBACK
Communication: Provides brief, clear, specific and timely information,
seeks and communicates information from all available sources, checkbacks and handoff techniques
Excellent: 5
4
Average: 3
2
Poor: 1
0
5
10
15
20
25
30
35
40
45
REFERENCES
•
UNIVERSITY OF WASHINGTON: CENTER FOR HEALTH SCIENCES INTERPROFESSIONAL
EDUCATION, RESEARCH AND PRACTICE. (2011). PERFORMANCE ASSESSMENT OF
INTERPROFESSIONAL COMMUNICATION AND TEAMWORK (PACT: NOVICE). SEATTLE, WA:
UNIVERSITY OF WASHINGTON.
•
WORLD HEALTH ORGANIZATION (WHO). (2007). MASS CASUALTY MANAGEMENT SYSTEMS:
STRATEGIES AND GUIDELINES FOR BUILDING HEALTH SECTOR CAPACITY. GENEVA: WORLD
HEALTH ORGANIZATION.
•
WORLD HEALTH ORGANIZATION (WHO). (2010). FRAMEWORK FOR ACTION ON
INTERPROFESSIONAL EDUCATION & COLLABORATIVE PRACTICE (WHO/HRH/HPN/10.3)