Lancaster Physician Winter 2020 - 13

WINTER 2020

simulations allow students across disciplines and
specialties to learn from and interact with one
another. One of our most recent simulations was
designed around a 62-year-old photojournalist
with a history of smoking, chronic obstructive
pulmonary disease, coronary artery disease,
diabetes mellitus, and elevated cholesterol. A
rugby player collided with the individual (who
was on the job) during a rugby match and the
photojournalist sustained multiple injuries.
Treatment of the patient included students from
six different programs at PA College, including
nursing, radiology, and surgical technology, as
well as athletic training students from Lebanon
Valley College.
The students worked in teams to treat the
patient (portrayed by an actor) from first
response to post-op care. Athletic training
students were the first to respond on the field
and called the paramedic students who transported the patient in an ambulance. Nursing
students examined and stabilized the patient
in the Emergency Department, while radiography students completed X-rays. Then, they
transported the patient to the operating room
where surgical technology students took over
to assist with the surgery. Nursing students
finished the simulation providing post-op care.
No matter how much time and coordination
it might take, I would argue that we need to
think expansively and create more of these
opportunities in the higher education and health
care space. To not do so could be a disservice to
both our students and future patients.
The Why: Improving Communication
to Improve Patient Care
Collaboration is critical to achieving the
best experience and outcome for patients.
In a scenario where an athlete is injured and
requires surgery, there are numerous health
care professionals who will interact with that
individual before he or she recovers.
From the paramedic to the nurse, the attending physician, the surgeon, the surgical nurse,
the X-ray tech and the physical therapist-to
name a few-there's a wide variety of expertise
and exposure to the patient. It's important
that we foster an environment early on that
encourages collaboration and communication
as well as an appreciation for the work of our

Pennsylvania College of Health Sciences respiratory, radiography, and nursing students work together to position the patient for a chest X-ray.

colleagues. This creates a dynamic where we can
lean on one another and explore solutions as a
team, instead of working in silos.
After all IPE simulations, faculty facilitate a
debriefing session with the students to discuss
their actions and clinical decisions made during
the scenario. The student participants analyze
how they communicate with one another
throughout the scenario, how they learn to trust
each other, and the different perspectives and
considerations each discipline bring to the table.
During a simulation, students learn to
appreciate each other's roles, which will always
translate to better patient outcomes in the
"real world."
This is evident in the conversations we see
students having during these exercises. For
example, during another recent IPE simulation, a group of students was analyzing an
arterial blood gas (ABG) of a patient. One of
the respiratory therapy students spoke up and
said, "We need to call the physician and let
them know what we think is going on," and
that's exactly what you want from your care
team. Knowing who and what your resources
are is critical.
Keys to Success
While it takes time and resources to develop
a consistent program of simulation activities, I
would encourage you as leaders and influencers
in our community to consider how you can
be a part of creating these opportunities. How

LANCASTER

PHYSICIAN

can you push the envelope for innovation in
health care education?
These experiences can provide value to professionals at any level working across disciplines,
as well as to students who might be a part of
your team in the future.
Here are a few keys to success if you're considering interprofessional simulations as part of
your curriculum or professional development:
Determine the scenario you'd like to
run and identify a subject matter expert
(SME) who can develop the scenario to
be accurate and reflective of current best
practices.
Coordinate with your operations team to
ensure you have the technology and equipment to accommodate the simulation.
Designate a person to run point on
logistics, such as securing the appropriate
space and coordinating with faculty to
align on scheduling.
The use of IPE simulations results in a collaborative and communicative effort among
students across different health care disciplines
as they come together in an effective learning environment. If you're interested in this
approach for your organization or school, I'd
be glad to have a conversation and talk through
strategy and ideas. Contact me at kdzulkos@
pacollege.edu.

Lancaster Physician Winter 2020

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