Nurse-physician communication skills can be improve through inter-professional team training. Simulation is often used to conduct these training. However, constraints to conduct these sessions such as scheduling and logistic arrangements have been widely reported. Thus with the advancement of technology in education, the use of virtual environment to conduct the team training is being explored and evaluated.
All recruited participants underwent a 3-hour nurse-physician communication training prior to the simulation session. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) curriculum and pre-learning videos were introduced to the participants. Pre-test questionnaires were administered after the training. Participants were then randomized to the control (live simulation) or intervention group (virtual simulation). Intervention group participants will undergo a virtual simulation session training via the multi-user virtual world by logging in into the 3D virtual environment while participants in the control group performed the simulations in a physical simulated ward setting. Each pair of 1 medical student and 1 nursing student participate in two role-playing simulation scenarios (15-20 minutes each) along with a facilitator who will provide a debrief (30-minutes). Prior to the simulation, participants were given a smart-watch to monitor their physiological parameters such as heart rate. Post-test questionnaires were administered after the simulation sessions. After the simulation training, a 30-minutes team-based assessments were conducted based on a inter-professional bedside care scenario in pairs of one medical and one nursing student within their randomized group. The assessments were video recorded for evaluation by assessors who are blinded to the groupings. All participants were then invited to complete a follow-up questionnaire 2 months after the simulation training.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
SINGLE
Enrollment
120
3D virtual hospital environment where participants can perform physical and social interaction and presence using avatars.
National University of Singapore
Singapore, Singapore
Demographics
Collection of participant demographic data.
Time frame: Baseline
Communication skill performance
Participants nurse-doctor communication skill was measured using a validated team communication scale that was self-developed. It is a 7-item checklist with a 5-point scale. The score ranges from 5 to 35 with higher score indicating better nurse-doctor communication performance.
Time frame: Post-test (immediately after simulation assessment)
Baseline (Attitudes Toward Interprofessional Health Care Team)
Measurement of participants' attitudes towards working in interprofessional care team using the 14-item Attitudes Toward Interprofessional Health Care Team questionnaire using a 5-point scale. The scores ranges from 14 to 70 with higher score indicating more positive attitudes.
Time frame: Pre-test
Post-test (Change of Attitudes Toward Interprofessional Health Care Team from baseline)
Measurement of participants' attitudes towards working in interprofessional care team using the 14-item Attitudes Toward Interprofessional Health Care Team questionnaire using a 5-point scale. The scores ranges from 14 to 70 with higher score indicating more positive attitudes.
Time frame: Post-test (immediately after simulation training)
Follow-up (Change of Attitudes Toward Interprofessional Health Care Team from baseline and post-test)
Measurement of participants attitudes towards working in interprofessional care team using the 14-item Attitudes Toward Interprofessional Health Care Team questionnaire using a 5-point scale. The scores ranges from 14 to 70 with higher score indicating more positive attitudes.
Time frame: Follow-up (2-months after simulation training)
Baseline (Interprofessional Socialization and Valuing Scale)
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.
Measurement of participants behaviors, beliefs and attitudes in interprofessional socialization using the 24-item Interprofessional Socialization and Valuing Scale questionnaire using a 7-point scale (1= not at all ; 7= to a very great extent; "not applicable" response is also available). The score ranges from 24 to 168 with higher score indicating greater presence of the attributes measured.
Time frame: Pre-test
Post-test (Change of Interprofessional Socialization and Valuing Scale from baseline)
Measurement of participants behaviors, beliefs and attitudes in interprofessional socialization using the 24-item Interprofessional Socialization and Valuing Scale questionnaire using a 7-point scale (1= not at all ; 7= to a very great extent; "not applicable" response is also available). The score ranges from 24 to 168 with higher score indicating greater presence of the attributes measured.
Time frame: Post-test (immediately after simulation training)
Follow-up (Change of Interprofessional Socialization and Valuing Scale from baseline and post-test)
Measurement of participants behaviors, beliefs and attitudes in interprofessional socialization using the 24-item Interprofessional Socialization and Valuing Scale questionnaire using a 7-point scale (1= not at all ; 7= to a very great extent; "not applicable" response is also available). The score ranges from 24 to 168 with higher score indicating greater presence of the attributes measured.
Time frame: Follow-up (2-months after simulation training)
Pulse rate
Stress measurement parameter using a continuous monitoring smart watch
Time frame: Pre-test
Pulse rate (Change of parameter from baseline)
Stress measurement parameter using a continuous monitoring smart watch
Time frame: Post-test (immediately after simulation training)
Blood pressure (diastolic & systolic)
Stress measurement parameter using a sphygmomanometer
Time frame: Pre-test
Blood pressure (diastolic & systolic) (Change of parameter from baseline)
Stress measurement parameter using a sphygmomanometer
Time frame: Post-test (immediately after simulation training)
Baseline (State-Trait Anxiety Inventory)
Measurement of participants state anxiety were measured using the 20-items State-Trait Anxiety Inventory questionnaire using a 4 point likert scale (almost never-almost always). The score ranges from 20 to 80 with higher score indicating higher sense of anxiety.
Time frame: Pre-test
Post-test (Change of State-Trait Anxiety Inventory from baseline)
Measurement of participants state anxiety were measured using the 20-items State-Trait Anxiety Inventory questionnaire using a 4 point likert scale (almost never-almost always). The score ranges from 20 to 80 with higher score indicating higher sense of anxiety.
Time frame: Post-test (immediately after simulation training)
Baseline (Confidence and self-efficacy)
Measurement of participants confidence and self-efficacy was measured using a 5-items self-efficacy questionnaire through a 10-point likert scale ranging from scores ranging from 5 to 50 with higher score indicating better self-efficacy in their ability in contributing to patient-centered care in a multidisciplinary team.
Time frame: Pre-test
Post-test (Change of Confidence and self-efficacy from baseline)
Measurement of participants confidence and self-efficacy was measured using a 5-items self-efficacy questionnaire through a 10-point likert scale ranging from scores ranging from 5 to 50 with higher score indicating better self-efficacy in their ability in contributing to patient-centered care in a multidisciplinary team.
Time frame: Post-test (immediately after simulation training)
Baseline (Student Stereotype Rating)
Measurement of participants stereotype towards other health disciplines was measured using the 9-items Student Stereotype Rating Questionnaire through a 5-point Likert scale (1=very low to 5= very high). The score ranges from 9 to 45 with higher scores indicating higher perceived ability of the particular healthcare discipline by the other discipline.
Time frame: Pre-test
Post test (Change of Student Stereotype Rating from baseline)
Measurement of participants stereotype towards other health disciplines was measured using the 9-items Student Stereotype Rating Questionnaire through a 5-point Likert scale (1=very low to 5= very high). The score ranges from 9 to 45 with higher scores indicating higher perceived ability of the particular healthcare discipline by the other discipline.
Time frame: Post-test (immediately after simulation training)
Follow up (Change of Student Stereotype Rating from baseline and post test)
Measurement of participants stereotype towards other health disciplines was measured using the 9-items Student Stereotype Rating Questionnaire through a 5-point Likert scale (1=very low to 5= very high). The score ranges from 9 to 45 with higher scores indicating higher perceived ability of the particular healthcare discipline by the other discipline.
Time frame: Follow-up (2-months after simulation training)