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Effectiveness of Interprofessional Learning and Simulation on Healthy Aging in Undergraduate Medical and Nursing Program

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ClinicalTrials.gov Identifier: NCT03914040
Recruitment Status : Recruiting
First Posted : April 12, 2019
Last Update Posted : April 12, 2019
Sponsor:
Information provided by (Responsible Party):
Massimiliano Panella, Università degli Studi del Piemonte Orientale "Amedeo Avogadro"

Brief Summary:

Aging population is an important public health issue and require coordinated and comprehensive response. Medical and nursing schools need to address challenges in health care delivery, and interprofessional simulation-based education (IPSE) provides realistic learning experiences in which interprofessional communication, roles and teamwork can be developed and assessed.

The study aims to examine the effectiveness of delivering an IPSE program versus traditional course to nursing and medical students. The primary outcome is improved communication skills, assessed by Communication Skill Attitude Scale (CSAS) divided in two subscales: Positive Attitude Scale (PAS) and Negative Attitude Scale (NAS).


Condition or disease Intervention/treatment Phase
Healthy Aging Interprofessional Relations Education, Professional Other: IPSE program Not Applicable

  Show Detailed Description

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Study Type : Interventional  (Clinical Trial)
Estimated Enrollment : 80 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single (Outcomes Assessor)
Primary Purpose: Prevention
Official Title: Interprofessional Learning and Simulation Versus Traditional Course on Healthy Aging: a Randomized Control Trial
Actual Study Start Date : April 2, 2019
Estimated Primary Completion Date : June 30, 2019
Estimated Study Completion Date : June 30, 2019

Arm Intervention/treatment
Experimental: IPSE program
IPSE is conceptually divided in two phases: 1) pre-immersion preparation, 2) immersion.
Other: IPSE program
  1. Pre-immersion preparation. A self-study course will be offered about lifestyle modification. Some readings will be suggested to introduce students to the concepts of health promotion and prevention of metabolic syndrome.
  2. Immersion. Four different learning methods will be provided: I) four hours of didactic lectures followed by group discussion, II) four hours per student of role playing, III) 30' per students of standardized patient experiences and IV) 30' per students of a new immersive advanced simulation learning environment (e-REAL). Four case-studies will be used to create scenarious, including woman with menopause weight gain, obese young adult, obese child and adult with unhealthy behaviours.

No Intervention: Traditional course
Participants in the control group will receive the current face-to-face course.



Primary Outcome Measures :
  1. Communication skills. [ Time Frame: From baseline to one month. ]
    Communication Skill Attitude Scale (CSAS).CSAS is a 26-item questionnaire in two dimensions that has been developed to measure positive and negative attitudes towards learning communication skills. Each of the two subscales consists of 13 items, the Positive Attitude Scale (PAS) and the Negative Attitude Scale (NAS).


Secondary Outcome Measures :
  1. Students' perception of the professional role of physician and nurse. [ Time Frame: From baseline to one month ]
    The measurement tool is the semantic differential test. It consists of a series of 16 bipolar adjective-pair scales for measuring psychological meanings related to three concepts: "me as a medical or nursing student", "physician using lifestyle medicine approach" and "nurse using lifestyle medicine approach".The meaning of the concept is measured by individual, selecting a point along a seven-point scale. The point selected indicates both the quality and intensity of the participant's subjective assessment of the association between the adjective pair and the related concept.


Other Outcome Measures:
  1. Students' self-confidence about learning in simulation. [ Time Frame: up to 1 week after intervention ]
    The Student Satisfaction and Self-Confidence in Learning Scale (SCLS). A total of 13 items assess the attitudes toward satisfaction with instruction and self-confidence in learning in simulation. For each item, participants indicated their personal feelings about a statement that described their own attitudes or beliefs. Response options are 1) strongly disagree, 2) disagree, 3) undecided, 4) agree, and 5) strongly agree using a Likert-style scale. Scores are calculated by summing responses; higher scores indicate more satisfaction and more self-confidence, respectively.

  2. Students' perception about learning in simulation [ Time Frame: up to 1 week after intervention ]
    Simulation Design Scale (SDS). A total of 20 items assess perceptions of objectives, information, support, problem solving, feedback, and fidelity in simulation. For each item, participants indicate their perceptions about a statement that described the presence of simulation design features. Response options for statements related to presence of simulation design features are 1) strongly disagree, 2) disagree, 3) undecided, 4) agree, 5) strongly agree, and NA) not applicable using a Likert-style scale. Scores are calculated by summing responses; higher scores represent increased recognition of design features in simulation.

  3. Students' perception of the presence of educational best practices in simulation [ Time Frame: up to 1 week after intervention ]
    Educational Practices Questionnaire (EPQ).The instrument consists in 16 items. For each item, participants indicated their perceptions about a statement that described presence of educational best practices. Items are rated on a Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). Scores are calculated by summing responses; higher scores represent increased recognition of educational best practices in simulation.



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Ages Eligible for Study:   Child, Adult, Older Adult
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • second-year nursing students,
  • fourth and fifth-year medical students.

Exclusion Criteria:

  • students who had already failed the course in a previous year.

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03914040


Contacts
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Contact: Massimiliano Panella 0321 660 635 massimiliano.panella@med.uniupo.it

Locations
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Italy
Università del Piemonte Orientale Recruiting
Novara, Italy, 28100
Contact: Massimiliano Panella       massimiliano.panella@med.uniupo.it   
Sponsors and Collaborators
Università degli Studi del Piemonte Orientale "Amedeo Avogadro"
Investigators
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Principal Investigator: Massimiliano Panella Dipartimento di medicina traslazionale-Università degli studi del piemonte orientale

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Responsible Party: Massimiliano Panella, Department of traslational medicine, Università degli Studi del Piemonte Orientale "Amedeo Avogadro"
ClinicalTrials.gov Identifier: NCT03914040     History of Changes
Other Study ID Numbers: IPSE_UPO students
First Posted: April 12, 2019    Key Record Dates
Last Update Posted: April 12, 2019
Last Verified: April 2019
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No
Plan Description: Study protocol and final report will be submitted to peer-reviewed journal for possible publication.

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Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No