Using gaming to prepare health professional students to practice systems thinking

IF 2.6 Q2 HEALTH POLICY & SERVICES Learning Health Systems Pub Date : 2024-06-27 DOI:10.1002/lrh2.10441

Sarah Watts, Rachel Helms, Erin Thornton, Andrew D. Fruge, Clay Young, Jeanna Sewell

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Abstract

Background

Healthcare professionals face numerous challenges regarding the delivery of care. Creating solutions to these challenges is imperative to improve the quality and safety of care to positively impact patient outcomes. However, health professional students rarely receive formal training regarding systems thinking during didactic components of their professional training.

Aims, Materials, and Methods

Thus, our institution incorporated the Friday Night at the ER (FNER) activity in the interprofessional education curricula to provide an experiential learning experience focused on systems thinking.

Results

A total of 1033 students (483 nursing, 289 pharmacy, 48 nutrition, 26 speech–language pathology, and 187 preferred not to share their discipline or complete the survey) participated in FNER across six separate semester cohorts. The Systems Thinking Scale was completed immediately before and after FNER by 81.5% (pre) and 80.3% (post) of students. Repeated measures ANOVA was conducted and noted combined nursing, pharmacy, nutrition, and speech–language pathology students' total Systems Thinking Scale scores increased significantly from pretest (M = 82.8, SD = 10.6) to posttest (M = 89.7, SD = 10.8), p < 0.001.

Discussion

Our experience indicates this is a meaningful interprofessional activity that prepares students to practice systems thinking in their future careers.

Conclusion

Practicing these skills has the potential to improve learners' ability to implement changes that will positively impact healthcare systems.

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利用游戏培养卫生专业学生的系统思维能力。

背景：医疗保健专业人员在提供护理方面面临许多挑战。创造应对这些挑战的解决方案对于提高护理质量和安全性以积极影响患者预后至关重要。然而，卫生专业学生在其专业培训的教学部分很少接受关于系统思维的正式培训。目的、材料和方法：因此，我们的机构将周五晚上在ER （FNER）活动纳入了跨专业教育课程，以提供专注于系统思维的体验式学习体验。结果：共有1033名学生（483名护理学生，289名药学学生，48名营养学生，26名言语语言病理学学生，187名不愿意分享他们的学科或完成调查）参加了FNER的六个独立学期队列。81.5%（前）和80.3%（后）的学生在FNER前后立即完成了系统思维量表。通过重复测量方差分析发现，综合护理、药学、营养学和语言病理学学生的系统思维量表总分从测试前（M = 82.8, SD = 10.6）到测试后（M = 89.7, SD = 10.8）显著增加，p讨论：我们的经验表明，这是一个有意义的跨专业活动，为学生在未来的职业生涯中练习系统思维做准备。结论：练习这些技能有可能提高学习者实施变革的能力，这些变革将对医疗保健系统产生积极影响。

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