Abstract
Background/Purpose: The World Health Organization (WHO, 2010) provides a framework for interprofessional education (IPE) and collaborative healthcare model to enhance global healthcare access, care coordination improving patient safety and broadened workforce development. Health science training programs in developing nations lack faculty development in IPE using high fidelity-low resource case-based tabletop collaborative practice simulation methods. One public healthcare university in the United States (U.S.) incorporates IPE and collaborative practice model simulations throughout its student and workforce education. Their school of nursing (SON) expert multidisciplinary clinical team, paired with the SON, school of medicine (SOM) and allied health faculty at a public university in Kenya to enhance faculty knowledge of IPE competencies and best-practice in healthcare simulation.
Problem: The WHO goals for healthcare improvement include health science IPE and expanded collaborative practice for advanced practice nursing, physician, and allied-health clinicians. Inadequate workforce development, traditional attitudes limiting nursing full practice on collaborative practice teams, siloed training limiting mutual understanding of roles and skillsets are chronic barriers. Traditional attitudes to gender roles and physician-nurse hierarchy have limited IPE experiences and faculty attitudes towards IPE and team-based care. Traditional physician hospital-focused training leaves community-based care to under-resourced nurses.
Methodology: An expert IPE and simulation faculty team from a U.S. university co-developed a faculty training program with a Kenyan university SON/SOM/allied health faculty cohort. Participants received pre-learning on IPE competencies, and table-top simulation objectives. A Kenyan physician provided a community-focused unfolding “table-top” simulation scenario for a HIV+ female experiencing a complex leg fracture. She resides in a high-density urban single room home with 4 children, lacking water, toilet, climate control and experiencing immobility, food insecurity and loss of income while injured. Faculty learners were assigned to five interdisciplinary small groups with a U.S. team facilitator. Groups assumed lead of 5 unfolding scenes, requiring patient history, assessment, diagnosis, treatment, evaluation of community medical and social support resources and patient education. The Kenyan physician served as the standardized patient. Short debriefing engaged all groups between scenes, highlighting broad expertise from multidisciplinary teams.
Outcomes: Five U.S. clinician facilitators evaluated IPE competency-based teamwork behaviors of the Kenyan faculty learner groups post-simulation using the 12 question Jefferson Teamwork Observation Guide (JTOG). Competencies include demonstrated behaviors of valuing and ethics, shared roles and responsibilities, communication, teamwork, and leadership. Facilitators reported agreement or strong agreement for demonstrated competencies during the IPE simulation. Notably, robust engagement and laughter during simulation small-group activities demonstrated willingness to be vulnerable exploring gaps in care experienced by the standardized patient. Faculty reported lack of experience in community-based care with social determinants of heath and appreciated the “reality” (high fidelity) and benefits of understanding other professional roles. The successful simulation prompted a request for future IPE and simulation co-trainings.
Conclusions/Implications: Health science faculty IPE training enhances mutual respect for nursing and healthcare provider roles, promoting IPE curriculum integration. High-fidelity table-top case-based simulation provides flexible and low-resource methodology for IPE enhanced education. Global academic collaborations provide potential opportunity for mutual faculty and student experiential learning, clinical practice, and research opportunities.
Notes
Reference list included in attached slide deck.
Sigma Membership
Beta Zeta at-Large, Lambda
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Interprofessional Initiatives, Interprofessional Relations, Simulation Methods in Education, Nursing Schools, Faculty Development, Interdisciplinary Education, Teacher Development, United States, Kenya
Recommended Citation
Cavanagh, Stephen; Van Auker, Laura L.; Bakerjian, Deb; and Wagoro, Miriam Carole, "United States and Kenyan Nursing Schools Partner for Interprofessional Education Training Using Case-Based Tabletop Simulation for Faculty Development" (2026). International Nursing Research Congress (INRC). 5.
https://www.sigmarepository.org/inrc/2024/presentations_2024/5
Conference Name
35th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Singapore
Conference Year
2024
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-11-03
Funder
Health Resources and Services Administration
United States and Kenyan Nursing Schools Partner for Interprofessional Education Training Using Case-Based Tabletop Simulation for Faculty Development
Singapore
Background/Purpose: The World Health Organization (WHO, 2010) provides a framework for interprofessional education (IPE) and collaborative healthcare model to enhance global healthcare access, care coordination improving patient safety and broadened workforce development. Health science training programs in developing nations lack faculty development in IPE using high fidelity-low resource case-based tabletop collaborative practice simulation methods. One public healthcare university in the United States (U.S.) incorporates IPE and collaborative practice model simulations throughout its student and workforce education. Their school of nursing (SON) expert multidisciplinary clinical team, paired with the SON, school of medicine (SOM) and allied health faculty at a public university in Kenya to enhance faculty knowledge of IPE competencies and best-practice in healthcare simulation.
Problem: The WHO goals for healthcare improvement include health science IPE and expanded collaborative practice for advanced practice nursing, physician, and allied-health clinicians. Inadequate workforce development, traditional attitudes limiting nursing full practice on collaborative practice teams, siloed training limiting mutual understanding of roles and skillsets are chronic barriers. Traditional attitudes to gender roles and physician-nurse hierarchy have limited IPE experiences and faculty attitudes towards IPE and team-based care. Traditional physician hospital-focused training leaves community-based care to under-resourced nurses.
Methodology: An expert IPE and simulation faculty team from a U.S. university co-developed a faculty training program with a Kenyan university SON/SOM/allied health faculty cohort. Participants received pre-learning on IPE competencies, and table-top simulation objectives. A Kenyan physician provided a community-focused unfolding “table-top” simulation scenario for a HIV+ female experiencing a complex leg fracture. She resides in a high-density urban single room home with 4 children, lacking water, toilet, climate control and experiencing immobility, food insecurity and loss of income while injured. Faculty learners were assigned to five interdisciplinary small groups with a U.S. team facilitator. Groups assumed lead of 5 unfolding scenes, requiring patient history, assessment, diagnosis, treatment, evaluation of community medical and social support resources and patient education. The Kenyan physician served as the standardized patient. Short debriefing engaged all groups between scenes, highlighting broad expertise from multidisciplinary teams.
Outcomes: Five U.S. clinician facilitators evaluated IPE competency-based teamwork behaviors of the Kenyan faculty learner groups post-simulation using the 12 question Jefferson Teamwork Observation Guide (JTOG). Competencies include demonstrated behaviors of valuing and ethics, shared roles and responsibilities, communication, teamwork, and leadership. Facilitators reported agreement or strong agreement for demonstrated competencies during the IPE simulation. Notably, robust engagement and laughter during simulation small-group activities demonstrated willingness to be vulnerable exploring gaps in care experienced by the standardized patient. Faculty reported lack of experience in community-based care with social determinants of heath and appreciated the “reality” (high fidelity) and benefits of understanding other professional roles. The successful simulation prompted a request for future IPE and simulation co-trainings.
Conclusions/Implications: Health science faculty IPE training enhances mutual respect for nursing and healthcare provider roles, promoting IPE curriculum integration. High-fidelity table-top case-based simulation provides flexible and low-resource methodology for IPE enhanced education. Global academic collaborations provide potential opportunity for mutual faculty and student experiential learning, clinical practice, and research opportunities.
Description
US public school of nursing (SON) multidisciplinary team partners with Kenyan public SON, school of medicine and allied health faculty at Kenyan university SON, training faculty in tabletop simulation model for interprofessional education and collaborative practice using high-fidelity, low resource, case-based learning scenario.