Author
Susan Montague
Bio: Susan Montague is an academic researcher from University of Hertfordshire. The author has contributed to research in topics: Teamwork & Health care. The author has an hindex of 1, co-authored 2 publications receiving 55 citations.
Papers
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TL;DR: The study shows that even limited interprofessional simulation exposure enabled students to acquire knowledge of other professions and develop a better appreciation of interprofessional learning.
65 citations
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TL;DR: 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 controlled by Oral phosphate binders.
Abstract: 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.
92 citations
TL;DR: This review systematically appraised and synthesized evidence examining the effects of interprofessional simulation on nursing students' outcomes, providing a current state of knowledge on the efficacy of inter professional simulation in enhancing interprofessional learning and competencies in nursing students.
69 citations
TL;DR: The quality and rigor of the existing literature is inadequate to confidently determine factors that affect learning through simulation-enhanced IPE, and it is suggested that more rigorous research criteria be included in future studies.
Abstract: 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
46 citations
TL;DR: How nursing students learn acute care of patients through simulation exercises, based on observation and debriefing is described, which makes it possible for the students to close knowledge gaps, leading to improved patient safety.
46 citations
TL;DR: It was perceived important for the ambulance nurses' learning that scenarios were advanced and possible to simulate repeatedly, which contributed to increase the level of experience, which in turn improved the patients care.
Abstract: BACKGROUND: Acquiring knowledge and experience on high-energy trauma is often difficult due to infrequent exposure. This creates a need for training which is specifically tailored for complex preho ...
40 citations