Interprofessional Family Conferencing Simulations Focusing on Emotional Well-being and Identity Post-stroke
BACKGROUND
Family conferences involve the patient or client, their carepartner(s), and the interprofessional team in person- and family-centered communication about the individual’s condition, values, preferences, and future plans. Health professionals must have strong communication and collaboration skills, including group facilitation, counseling, problem solving, and conflict resolution.
Two 90-minute interprofessional family conferencing simulations utilizing a standardized patient at different times in their post-stroke journey were developed, and piloted with students in physical therapy, occupational therapy, nutrition, and speech language pathology programs. Simulation 1 (hospital) addressed issues of emotional well-being, patient/family education, and managing conflict. Simulation 2 (rehabilitation) addressed issues relating to emotional well-being, identity, and future needs.
METHODOLOGY
Following each simulation, students (n = 24) were invited to complete an evaluation survey relating to their perceived knowledge, skills, and confidence working with individuals with aphasia, families, and the interprofessional team. Students rated each item twice, reflecting on their abilities before and after the simulation. The survey also included questions about the students’ experience, and open-response questions about what they found useful, and what they would change.
RESULTS
Twenty students across both simulations completed the evaluation survey. Post simulation, there was significant improvement in knowledge, skills, and confidence. Qualitative data indicated that students valued the opportunity to practice communication and collaboration skills in a simulated environment, and developed a better understanding of the team’s role in supporting individuals’ life goals and psychosocial impacts post stroke. Quantitative and qualitative data analyses will be presented.
CONCLUSION
The simulations were effective in increasing students’ preparedness to work collaboratively with individuals post-stroke, their family, and the interprofessional team, including conversations about their emotional journey and rebuilding identities. It is important to prepare students with the knowledge and skills to have these meaningful discussions that positively impact an individual's experience and support them to maintain a rewarding life.
REFLECTIONS
In future iterations, we plan to run the simulations for two hours each to allow more time for the rich debriefing discussions. We also plan to include students from additional health professional programs.
PRIORITY CRITERIA
The simulations were developed with meaningful engagement of individuals who have experienced stroke, and a careparter. These simulations address aspects of the Quadruple Aim including: improving the patient experience through person- and family-centered care; developing interprofessional collaboration skills for family conferences; and the provision of comprehensive and coordinated care. This poster will also present measurable learning outcomes using quantitative and qualitative data.