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Theme: 4JJ Interprofessional education 1			Currently nan/5 1 1 2 2 3 3 4 4 5 5 Rating: nan/5 (0 votes cast)

Nursing faculty teaching nursing skills to medical students: a Lebanese experience

Authors:

Bahia Abdallah El-Moufti
Jihad Irani
Silva Sailian
Vicky Gebran
Ursula Rizk

Institutions:

University of Balamand - Faculty of Health Sciences - Beirut

University of Balamand - Faculty of Medicine and Medical Sciences - Beirut

Background

Nursing faculty teaching medical students basic nursing skills is a relatively new trend.
Collaboration in education among medical and nursing professions can improve students’ performance in clinical skills and consequently positively impacts the quality of care delivery.

Summary of Work

In 2011, the Faculty of Medicine at the University of Balamand, Lebanon, launched a "nursing skills" module as part of clinical skills teaching to MED-1 students.

The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative teaching as well as hands-on laboratory practice.

The skills taught are:
- hand-washing
- medication administration
- intravenous initiation and removal
- nasogastric tube insertion and removal

Sixty-five medical students attend this module every year.

A Likert-scale-based questionnaire is used to evaluate their experience.

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Acknowledgement

Nadim Karam, MD, MPH - Dean of the Faculty of Health Sciences at the University of Balamand
Camille Nassar, PhD - Dean of the Faculty of Medicine and Medical Sciences at the University of Balamand

Summary of Results

Medical students agree that the module provides adequate opportunities to enhance nursing skills and knowledge and favor cross-professional education between nursing and medical disciplines.
Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level.
Medical students highly appreciate the nursing faculties’ expertise and perceive them as knowledgeable and resourceful.

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Conclusion

Nursing faculty participating in medical students skills teaching is well perceived, has a positive impact and shows nurses as proficient teachers to medical students.

Take-home Messages

Cross-professional education is an attractive model when it comes to teaching nursing skills in medical school.

References

Barr, H. (1996). Interprofessional Education in the United Kingdom. Some Historical Perspectives 1966-1996. Retrieved from www.caipe.org.uk/silo/files/cipw-historical-perspectives.pdf
Bradley, P., Bond, V., & Bradley, P. (2006). A questionnaire survey of students’ perceptions of nurse tutor teaching in a clinical skills learning program. Medical Teacher, 28 (1), 49-52.
Elms, S.A. & Chumley, H. (2006). Nursing faculty teaching basic skills to medical students. Medical teacher, 28 (4), 341-344.
Tucker, k., Wakefield, A., Boggis ,C., Lawson, M., Roberts, T., & Gooch, J. (2003). Learning together: clinical skills teaching for medical and nursing students. Medical Education, 37, 630-637.

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Summary of Work

All students attended three didactic lectures
Students were divided into small groups for the laboratory sessions.
Every student attended a total of 2 nursing laboratory skills sessions, three hours each (hand washing, IM/ SC/ID injection, IV insertion/removal, IVD and IVP administration, and nasogastric tube insertion/removal).
Role modeling was performed on manikins by nursing faculty, where patient-centered approach, effective communication and ethical principles were demonstrated while maintaining safety measures towards the client and oneself throughout the procedures.
The role play was re-demonstrated by individual students on manikins ensuring that all necessary steps were maintained and performed.
Additionally, IM, S/C and ID injections were also performed on peers in the group.
An evaluation tool was completed by the students at the end of the Clinical Skills to evaluate the experience.

References

Complete list of references:

Barr, H. (1996). Interprofessional Education in the United Kingdom. Some Historical Perspectives 1966-1996. Retrieved from www.caipe.org.uk/silo/files/cipw-historical-perspectives.pdf

Berman, N., Fall, L.H., Smith, S., Levine, D.A., Maloney, C.G., Potts, M., Siegel, B., & Foster-Johnson, L. (2009). Integration Strategies for Using Virtual Patients in Clinical Clerkships. Academic Medicine, 84, 942-949.

Bradley, P., Bond, V., & Bradley, P. (2006). A questionnaire survey of students’ perceptions of nurse tutor teaching in a clinical skills learning program. Medical Teacher, 28 (1), 49-52.

CAIPE. (2002). UK Centre for the advancement of Interprofessional Education. CAIPE, Retrieved from http://www.caipe.org.uk/index.php?&page=define

Elms, S.A. & Chumley, H. (2006). Nursing faculty teaching basic skills to medical students. Medical teacher, 28 (4), 341-344.

Kalaca, S., Sarikaya, O., Keklik, D., & Gulpinar, M.A. (2003). What do we know about the anxieties of new clinical students? Medical Education, 37, 390.

Ker , J., Mole, L., & Bradley, P. ( 2003). Early introduction to interprofessional learning: a simulated ward environment, Medical Education, 37, 248-255.

Kramer, M. & Schmalenberg, C. (2003). Securing ‘good’ nurse/physician relationships, Nursing Management, 34, 34-38.

Matheson, C., Matheson, D. (2009). How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals, Postgraduate Medical Journal, 85, 582–589.

Remmen, R. , Scherpbier, A. , Vleuten, C., Denekens, J., Derese, A., Hermann, I., Hoogenboom, R., Kramer, A., Van Rossum, H., P.,V., Royen & Bossaert, L. (2001). Effectiveness of basic clinical skills training programs: a cross-sectional comparison of four medical schools. Medical Education, 35, 121-128.

Rudland, J.R., & Mires, G. J. (2005). Characteristics of doctors and nurses as perceived by students entering medical school: implications for shared teaching. Medical Education, 39, 448- 455.

Smith, P., Cotton , P., & O’Neil, A. (2009). 'Can you take a student this morning?' Maximising effective teaching by practice nurses. Medical Education, 43(5), pp. 426-33.

The Association of American Medical Colleges (2008). Recommendations For Clinical Skills Curricula For Undergraduate Medical Education, Retrieved August from https://www.aamc.org/download/.../clinicalskills_oct09.qxd.pdf.pdf

Tucker, k., Wakefield, A., Boggis ,C., Lawson, M., Roberts, T., & Gooch, J. (2003). Learning together: clinical skills teaching for medical and nursing students. Medical Education, 37, 630-637.

Wakefield, A., Cooke, S., Boggis, C. (2003).Learning together: use of simulated patients with nursing and medical students for breaking bad news. International Journal of Palliative Nursing, 9 (1), 32-38.

Wood , F. D. (2003). Evaluating the outcomes of undergraduate medical education. Medical Education, 37, 580-581.