Abstract
BACKGROUND: Interprofessional education (IPE) is becoming increasingly encouraged in healthcare. However, a lack of consensus exists in how IPE should be provided. The research at hand examines changes in self-efficacy and self-esteem in 132 nursing, dietetic, physician assistant, and social work students when participating in a critical care simulation. The simulation focused on a septic patient requiring cardiopulmonary resuscitation.METHOD: This quantitative, repeated measures and correlational study utilized the Generalized Self-Efficacy Scale and Rosenberg Self-Esteem Scale to examine a possible relationship between self-efficacy and self-esteem. In addition, exploration of changes in self-efficacy and self-esteem after participating in the cardiopulmonary simulation was conducted.RESULTS: There was a statistically significant medium, positive correlational relationship between self-efficacy and self-esteem in healthcare students participating in a cardiopulmonary resuscitation simulation (p<0.001). Healthcare students did not experience statistically significant gains in self-efficacy and self-esteem (p>0.05). During debriefing, students expressed experiencing role confusion when working with each other.CONCLUSION: More IPE experiences, including in mock code simulations, is necessary to enhance communication, collaboration, and prevent role confusion.HIGHLIGHTS:More interprofessional education is necessary to prevent role confusionSelf-efficacy and self-esteem have a positive correlation in IPE critical care simulationHealthcare students did not have significant gains in self-efficacy and self-esteem
Highlights
In 2010, the World Health Organization (WHO) encouraged interprofessional education (IPE) as a method for enhancing collaborative practice in healthcare (World Health Organization [WHO], 2010). Gilbert, Yan, and Hoffman (2010) defined Interprofessional education (IPE) as education when at least two professions learn together about collaboration
There was a statistically significant medium, positive correlational relationship between self-efficacy and self-esteem in healthcare students participating in a cardiopulmonary resuscitation simulation (p
Self-efficacy and self-esteem have a positive correlation in IPE critical care simulation
Summary
In 2010, the World Health Organization (WHO) encouraged interprofessional education (IPE) as a method for enhancing collaborative practice in healthcare (World Health Organization [WHO], 2010). Gilbert, Yan, and Hoffman (2010) defined IPE as education when at least two professions learn together about collaboration. In 2010, the World Health Organization (WHO) encouraged interprofessional education (IPE) as a method for enhancing collaborative practice in healthcare (World Health Organization [WHO], 2010). Gilbert, Yan, and Hoffman (2010) defined IPE as education when at least two professions learn together about collaboration. Across four departments, sought to understand pre-licensure healthcare students’ self-efficacy and self-esteem when collaborating and learning together. The four departments included: nursing, nutrition and dietetics, physician assistant studies, and social work. The purpose of this correlational study was to examine the relationship between healthcare students’ self-efficacy and self-esteem gjhs.ccsenet.org. Interprofessional education (IPE) is becoming increasingly encouraged in healthcare. The research at hand examines changes in self-efficacy and self-esteem in 132 nursing, dietetic, physician assistant, and social work students when participating in a critical care simulation. The simulation focused on a septic patient requiring cardiopulmonary resuscitation
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