Identifying Contributing Factors for Health Care Professionals' Self-reported Collaborative Practice Behaviors (1090-003642) (Research Abstract Oral: Other)
Start time: Tuesday, January 26, 2021, 9:30 AM End time: Tuesday, January 26, 2021, 10:30 AM Session Type: Research Abstracts (Completed Studies)
Limited research exists on self-reported collaborative practice behaviors (CBPs) in simulation-based Advanced Cardiac Life Support and Pediatric Advanced Life Support (ACLS/PALS) courses. Educational research of resuscitation courses focuses on changes in attendees’ retention of knowledge, psychomotor skills, and perceptions of confidence [1,2,3]. ACLS / PALS courses can be used to prepare collaboration-ready health care professionals and lead to the development of CPBs, interprofessional teamwork, and improved patient outcomes . ACLS/PALS courses could be an effective mechanism for delivering simulation to large groups and for promoting CPBs . The aim of this study was to: determine the impact of (ACLS/PALS) courses on professionals’ self- reported CPBs; identify differences between nurses, physicians, and respiratory therapists self-reported CPBs; and, (3) describe which specific CPBs were most strongly associated with professionals’ perceptions in clinical practice.
A mixed methods explanatory design was utilized. Participants were health care professionals (N = 214) who attended ACLS/PALS courses. Quantitative and qualitative data was collected electronically using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and two open-ended questions. A confirmatory factor analysis of ICCAS Survey answers was performed. Quantitative data was analyzed by the total CPB score for the sample and by each profession CPB score. Paired t tests were used to assess change in health care professionals’ self-reported CPBs immediately after and 6 weeks post course completion. Mixed effects modeling was used to examine differences between and within three health care professions and interaction of time and healthcare profession on the dependent variable of self-reported CPBs. Directed content analysis was performed on qualitative responses and inferences were made across the quantitative and qualitative data.
Health care professionals’ participation in ACLS / PALS courses were positively associated with an increase in mean self-reported CPB scores over time. Nurse practitioners demonstrated the greatest change over time ( pre-course M = 3.41 + .699 vs. post-course M = 3.80 + .590 vs. 6-week post-course M = 4.05 + .399). In self-reported CPB scores, a statistically significant change in mean was demonstrated by all professions (t (208) = –12.76; p< .001) immediately after the courses; this change was sustained over a 6-week period (t (14) = –0.10; p = .458). A mixed effects model indicated mean differences between professions were not statistically significant (z = 6.46, Chi2 p > 0.2639). A statistically significant interaction effect was found within each profession over time (z = 104.8, p > 0.0000). MDs identified roles and responsibilities (94%, n = 18) as most important CPB, and communication was identified by RNs (81%, n = 87) and RTs (42%, n = 3) as the most important CPB.
All health care professionals demonstrated an increase in mean self-reported CPB scores immediately after attending ACLS/PALS courses, suggesting that the simulation-based courses positively influenced their CPBs. This study demonstrated that the increased mean of CPBs scores was sustained over time for all professions. This research study was novel because it focused on simulation-based education and self-reported CPBs and it integrated health care professionals’ perceptions of CPBs demonstrated during the interprofessional simulation-based ACLS / PALS courses with their perceptions of interprofessional teams and enhanced patient care in the clinical setting. Health care professionals’ qualitative responses indicated that roles and responsibilities and communication were the most influential CBPs they gained from completion of interprofessional ACLS / PALS courses and then brought back to their clinical practice on their respective hospital units.