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Mindfulness fostering of interprofessional simulation training for collaborative practice
  1. Matthew James Kerry1,
  2. Douglas S Ander2
  1. 1 Swiss Federal Institute of Technology (ETH – Zürich), Zurich, Switzerland
  2. 2 School of Medicine, Emory University, Atlanta, Georgia, USA
  1. Correspondence to Dr Matthew James Kerry, Swiss Federal Institute of Technology (ETH – Zürich), Zurich 8057, Switzerland; mkkerry{at}gmail.com

Abstract

Introduction The setting demands imposed by performing in new, interdisciplinary cultures is common for modern healthcare workers. Both health science students and evidence-based workers are required to operate in professional cultures that differ from their own. As health organisations have placed increasing value on mindfulness for improving performance outcomes, so too have educational administrators embraced common, mindful competencies for improving training for improved patient outcomes. The training of future clinicians for diversified care. teams and patient populations has become known as interprofessional education (IPE). Although the goals for IPE suggest that individual differences in trait mindfulness may serve an important determinant for training effectiveness, it has gone unstudied in extant simulation training research.

MethodsTo fill this gap, in this paper, we examine trait mindfulness’ predictive power for training outcomes across two IPE cohort samples using two, prospective observational designs.

Results Study 1’s Findings supported trait mindfulness’ prediction of perceived teamwork behaviours in training simulations between medical and nursing students (n=136). In study 2’s expanded sample to five health professions (n=232), findings extended trait mindfulness’ prediction of team efficacy and skill transfer, assessed 1 month after training.

Conclusion A final, follow-up assessment 16 months later extended mindfulness’ predictive validity to knowledge retention and teamwork attitudes. We discuss the theoretical and practical implication of our findings for advancing mindfulness research and IPE effectiveness assessment.

  • mindfulness
  • interprofessional education (ipe)
  • health-sciences education
  • team training
  • healthcare
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Footnotes

  • Contributors MJK contributed IPE measurement selection, questionnaire programming, data curation, technical analyses and write-up of early manuscript drafts. DSA contributed initial project planning outreach to schools of allied health professions, as well as IPE literature review synthesis, IPE facilitator training and training delivery support, and expository write-up and copyediting.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Ethics approval Both studies were approved by the academic medical centre’s Institutional Review Board.

  • Provenance and peer review Not commissioned; externally peer reviewed.

  • Data sharing statement Additional unpublished data may be obtained through requests made to the secondary author.

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