Inter Professional Communication In Nursing Education Inter-Professional Communication
Inter-professional communication refers to the use of verbal and nonverbal methods to engage in collaborative practice among multiple health care professionals with the goal of benefiting patients, families, and communities. This communication is essential for effective teamwork and is foundational to providing safe, patient-centered care. According to the Canadian Inter-professional Health Collaborative (CIHC, 2010), inter-professional communication involves employing effective strategies for team interactions to achieve optimal patient outcomes.
Effective inter-professional communication encompasses more than just exchanging information; it involves actively listening, respecting diverse professional perspectives, and coordinating efforts to ensure comprehensive patient care. The importance of this form of communication cannot be overstated, as it plays a critical role in reducing errors, improving patient outcomes, and enhancing the overall efficiency of health care delivery.
Impacts of Inter-Professional Communication
The impact of inter-professional communication on health care has been well-documented. The seminal report “To Err Is Human,” published by the Institute of Medicine (IOM) in 2000, highlighted the significant role that communication failures play in patient safety errors. The report emphasized that ineffective communication among health care providers is a leading contributor to these errors. In response, health care facilities have implemented various strategies to improve communication, such as the Situation-Background-Assessment-Recommendations (SBAR) framework. SBAR is a structured method for communicating critical information that has become a best practice in many health care settings (Institute for Healthcare Improvement [IHI], 2014).
Additionally, communication standards have been incorporated into the National Patient Safety Goals (NPSG), which are updated annually by The Joint Commission (TJC, 2014). These standards aim to enhance communication practices within health care organizations to improve patient safety and care quality.
The 2003 IOM report further challenged health profession educators to break down educational silos and promote inter-professional education. By educating health profession students together, institutions aim to foster a culture of safety and enhance collaborative skills that are crucial in real-world clinical settings (Agency for Healthcare Research and Quality [AHRQ], 2012).
To advance inter-professional communication skills among health professions students, educators have developed several innovative strategies. One notable approach is the use of simulation, which can be low- or high-fidelity. Simulation provides a controlled environment where students can practice communication skills and teamwork without the risks associated with real-life scenarios. For instance, simulations may be designed to practice patient hand-offs or to handle high-stress situations requiring immediate team coordination (Reising, Carr, Shea, & King, 2011).
Standardized patients are another valuable tool for promoting inter-professional communication. These are actors trained to simulate medical conditions and interact with students, allowing them to practice communication and collaboration skills in a realistic context. Both simulation and standardized patient experiences place students in situations where they must effectively communicate with patients and families while working as part of a team.
Coeducation is another innovative strategy being employed to enhance inter-professional communication. In coeducation, students from multiple health professions enroll in the same courses and study topics relevant to all disciplines involved. This approach facilitates joint learning and encourages students to collaborate across disciplines. Themes for coeducation can range from specialty areas like labor and delivery or behavioral health to process-oriented topics such as patient care management and delegation.
Error disclosure is a growing area of focus in inter-professional education. Given the inevitability of patient errors, training in error disclosure best practices is crucial. Scenarios that involve all relevant health care professions allow student teams to practice disclosing errors and handling related communication challenges before facing such situations in real practice (University of Washington, 2011).
One evidence-based approach to improving inter-professional communication is the Team STEPPS program, developed by AHRQ and the United States Department of Defense (USDOD). Team STEPPS provides a structured framework for teaching safe team communication and includes specific language and strategies for addressing difficult situations, such as incorrect orders or procedures. This program is a valuable resource for fostering effective communication skills in health professions students (AHRQ, 2013).
Additional resources for developing inter-professional communication competencies include the Core Competencies for Inter-professional Collaborative Practice (Inter-professional Education Collaborative Expert Panel, 2011) and the National Inter-professional Competency Framework (CIHC, 2010). Competencies related to informatics, such as those outlined in the TIGER Informatics Competencies Collaborative (TICO Final Report, Technology Information Guiding Education Reform [TIGER], 2009), also play a role in enhancing inter-professional communication.
Educational Innovations in Nursing Education
Educational innovations in nursing education have increasingly incorporated tools and strategies for improving inter-professional communication. For example, some programs have integrated a standardized inter-professional communication tool into the undergraduate curriculum. This tool serves as a consistent method for students to report patient information to both faculty and other care providers (Enlow, Shanks, Guhde, & Perkins, 2010).
Joint training sessions involving students from medical, nursing, pharmacy, and physician assistant programs have also shown positive results. In a study evaluating a 4-hour joint training session that included Team STEPPS, participants reported significant improvements in general and inter-professional communication skills (Brock et al., 2013).
Simulation experiences have proven to be particularly effective in developing inter-professional communication skills. Research indicates that simulations involving medical and nursing student teams are superior to traditional round-table discussions in enhancing communication skills (Reising et al., 2011). Additionally, using standardized patients has been shown to improve students’ confidence in their communication abilities (Solomon & Salfi, 2011).
Faculty have also developed stand-alone communication courses and courses specifically focused on inter-professional communication. These courses provide targeted instruction and practice in communication skills necessary for effective inter-professional collaboration (Doucet, Buchanan, Cole, & McCoy, 2013).
Responsibility of Nurse Educators
Nurse educators play a crucial role in emphasizing the importance of inter-professional communication in ensuring patient safety and quality care. It is essential for educators to incorporate evidence-based interpersonal and inter-professional communication skills into the nursing curriculum. Coeducation and joint training with other health professions are highly recommended to foster teamwork and collaboration.
The literature on inter-professional communication is rapidly expanding, offering numerous innovative methods for developing these skills. Nurse educators should actively seek opportunities to collaborate with faculty from other health professions to enhance teamwork skills and advance inter-professional education. Sharing experiences and innovations through publications and presentations can contribute to the broader goal of improving health care delivery through effective communication.
In conclusion, inter-professional communication is a vital component of nursing education that significantly impacts patient safety and care quality. By employing innovative strategies and educational tools, nurse educators can better prepare students for collaborative practice and ensure that they are equipped with the skills necessary for effective communication in diverse health care settings.