aDivision of Clinical Skills Training, Taipei Veterans General Hospital, Taipei, Taiwan, ROCbDepartment of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROCcDepartment of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROCdDepartment of Nursing, Taipei Veterans General Hospital, Taipei, Taiwan, ROCeDivision of General Medicine, Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROCfDepartment of Medicine, National Yang-Ming University, Taipei, Taiwan, ROC
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Background:It is importance to train the inter-professional collaboration (IPC) and team-efficiency (TE) of medical trainees. This prospective study evaluate whether implementation of scenario/video-created workshops in integrated IPC and TE (IIT) program provides additional benefits for IPC-TE skills of nursing trainees.Methods:Mock simulation with two IIT scenarios was held as pre-intervention IPC-TE assessment. Basic and advanced workshops were arranged for teams of intervention groups for creation of discipline-specific scenario and video. 36 nursing trainees were randomized into teams of 5 members (3 nursing students, 1 standardized medical student, and 1 standardized trainees of other profession) in either intervention (scenario plus video and scenario) or control groups. After intervention, all groups received the formal simulation-based assessment using another two IIT scenario. In addition to instructors-based assessment of team' performance in mock and formal IIT simulation using inter-professional team collaboration scale (AITCS), self-assessment of attitudes and program-value score were completed by each trainee using attitudes toward inter-professional health care teams scale (ATIHCTS) at all stages.Results:Nursing trainees in intervention group gave high satisfaction score to this IIT intervention. In comparison with control group, greater increase in instructor-assessed team performance in the “partnership”, “cooperation”, and “shared decision making” domains of AITCS and the self-assessed “quality of care delivery” and “team-efficiency” domains of ATIHCTS were noted in the intervention groups. The overall improvement was greater in scenario plus video group than those in scenario group. Further, these improvements among nursing trainees were persisted until follow-up stage at 4-week later.Conclusion:For nursing trainees, our study suggested that implementation of a scenario creation-based training resulted in additional improvement in trainee' IPC and TE behaviors and attitudes. Additionally, making video of newly created nurse-specific scenario enhances partnership and cooperation among nursing trainees and their inter-professional team members.This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).