https://www.collegianjournal.com/article/S1322-7696(12)00047-9/pdf

A review of undergraduate interprofessional simulation-based education (IPSE).

The ideal serum level of phosphate in patients on dialysis, and the benefits of controlling levels of phosphate in serum remain unclear despite observational studies that associate phosphate levels with mortality. In the absence of robust data from trials, current guidelines are necessarily based on opinion. Oral phosphate binders are required by the majority of patients on dialysis, and all of these binders can control serum levels of phosphate to similar degrees. Patient preference and adherence to prescribed therapy is at least as important as the efficacy of the prescribed binder. Avoidance of calcium-containing binders has become accepted practice where the alternatives are affordable, but incontrovertible evidence in favor of this approach is lacking. Use of sevelamer and lanthanum avoids calcium loading, but at considerable financial cost and with no reliable patient outcome data to prove their value. Additional approaches to aid control of serum levels of phosphate include blockade of gastrointestinal phosphate absorption and possibly binding of salivary phosphate. Importantly, the role of phosphate control in determining patient outcomes must be quantified, which is likely to require a large randomized, controlled study of two levels of phosphate control. Without such a study we will continue to rely on observational data with all its uncertainties and potential to mislead.

Pharmacology, efficacy and safety of oral phosphate binders

This article reports our experience of developing half-day sessions of interprofessional simulation for pre-qualifying students from medicine, nursing, physiotherapy, radiography and operating department practice. One hundred and ninetyone students participated in a session. A questionnaire consisting of Likert type, visual analog and open comment questions explored their perceptions of the sessions as a learning experience, their attitudes toward interprofessional learning and the factors important for good patient care either after, or before and after, the session, as appropriate. Responses were analyzed using descriptive statistics, statistical tests for difference or thematic coding. Our data suggest that routine scenarios following patient journeys offer such students valuable educational experiences. In order to maximize the educational value of such sessions, particular attention should be paid to the benefits anticipated for individual professions, as well as those for all groups; to the wider educational context in which sessions lie and to the careful management of debriefing. A collaborative approach to the development of these increasingly popular but time and resource intensive educational interventions is advantageous for both staff and students.

Developing interprofessional simulation in the undergraduate setting: Experience with five different professional groups

Interprofessional simulation in undergraduate nursing program: An integrative review.

Summary StatementThis review explores the state of prelicensure interprofessional education (IPE) using simulation-based education (SBE) by examining studies that use SBE for prelicensure IPE through a critical review of the research literature. We focus particularly on studies that included experie

Prelicensure Simulation-Enhanced Interprofessional Education: A Critical Review of the Research Literature.

Immersive Clinical Simulation in Undergraduate Health Care Interprofessional Education: Knowledge and Perceptions

Development of a programme to facilitate interprofessional simulation-based training for final year undergraduate healthcare students, Health Sciences and Practice Subject Centre, Higher Education Academy

/pdf/development-of-a-programme-to-facilitate-interprofessional-2bawe78bs2.pdf

Eileen Huish

Papers

Immersive Clinical Simulation in Undergraduate Health Care Interprofessional Education: Knowledge and Perceptions

Development of a programme to facilitate interprofessional simulation-based training for final year undergraduate healthcare students

Results from a 3-year study on interprofessional simulation learning