Browsing by Subject "debriefing"

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    Improving medication practices for persons with intellectual and developmental disability: Educating direct support staff using simulation, debriefing, and reflection
    (2017-10-03) Auberry, Kathy; Wills, Katherine; Shaver, Carrie
    Direct support professionals (DSP) are increasingly active in medication administration for people with intellectual and developmental disabilities (IDD), thus supplementing nursing and family caretakers. Providing workplace training of DSPs is often the duty of nursing personnel. This article presents empirical data and design suggestions for including simulations, debriefing, and written reflective practice during in-service training for DSPs in order to improve DSPs’ skills and confidence related to medication administration. Quantitative study results demonstrate that DSPs acknowledge that their skill-level and confidence rose significantly after hands-on simulations. The skill- level effect was statistically significant for general medication management -4.5 (p <0.001) and gastrointestinal medication management -4.4 (p < 0.001). Qualitative findings show a deep desire by DSPs to not just be “pill poppers” but to understand the medical processes, causalities, and consequences of their medication administration. On the basis of our results, the authors make recommendations regarding how to combine DSP workplace simulations and debriefing with written reflective practice in DSP continuing education.
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    Simulation instruction for direct support professionals: A pilot study between a school of nursing and community providers supporting persons with intellectual and developmental disability
    (2016) Auberry, Kathy
    This pilot study was developed in a school of nursing simulation center geared toward direct support professionals (DSPs) working in community-based agencies in south-east Indiana. The study educated direct support professionals who support individuals with intellectual and developmental disability by using simulation based learning to increase their knowledge related to two common health conditions in this population; epilepsy and dysphagia. On the basis of study results, partnerships between schools of nursing and community providers for persons with intellectual and developmental disability can be developed. Simulation Centers within schools of nursing may be used to augment current training of direct support professionals working with this population.