HPD Research Day | February 16, 2018

45 Atrium – Poster 34 12:15-1:15 p.m. Attitudes and Knowledge with Participation in an Integumentary Interprofessional Simulation Experience Between Nursing and Physical Therapy Students Heather Hettrick, Ph.D., Associate Professor, Dr. Pallavi Patel College of Health Care Sciences, Nova Southeastern University Shari Rone-Adams, DBA, Associate Professor, Dr. Pallavi Patel College of Health Care Sciences, Nova Southeastern University Sarah Koplow, Ph.D., Assistant Professor, College of Nursing, Nova Southeastern University Lisa Soontupe, Ed.D., Associate Professor, College of Nursing, Nova Southeastern University Melissa Morris, MSN, Clinical Manager of Human Patient Simulation and Skills Lab, College of Nursing, Nova Southeastern University Archana Vatwani, DPT, Assistant Professor, Dr. Pallavi Patel College of Health Care Sciences, Nova Southeastern University Objective. The objective of this study was to understand nursing and physical therapy students’ attitudes and knowledge of other disciplines before and after participation in an integumentary simulation experience. Background. Integrating interprofessional experiences early in healthcare professional programs is crucial to ensuring effective collaboration and communication in the clinical setting. Methods. 1st year Doctoral of Physical Therapy (DPT) and 1st year Bachelor of Science in Nursing Students (BSN) participated in a simulated clinical experience for an acute care patient with diabetes mellitus and a foot wound. Working together the BSN students performed a physical assessment, education, and appropriate nursing interventions. DPT students performed a skin/wound assessment, suggested offloading/pressure redistribution/shoe wear recommendations, assessed functional limitations/impairments, and planned appropriate PT interventions. Students completed a pre and post- test survey consisting of the Readiness for Interprofessional Learning Scale (RIPLS) and several short answer questions. Results. Ten BSN and 49 students participated in the experience. The following questions on the RIPLS had statistical significance on a paired samples t-test (p<.05): shared learning with other healthcare professionals’ increases ability to understand clinical problems, learning with healthcare students would improve relationships after graduation, shared learning helps clarify the nature of patient problems and I would welcome opportunities for interprofessional learning. Short answer responses indicated that students learned about the scope of practice and recognized the potential to benefit the patient, improved communication, and fostering teamwork through collaboration. Conclusion. Students showed increased knowledge of the other profession and appreciated the opportunity for interprofessional learning. Grants. N/A Presenting in Palm Beach 12:15-1:15 p.m. Various Learning Styles and Approaches Among Pharmacy Students Utilizing VARK Marina Ishak, PharmD, Instructor, College of Pharmacy, Nova Southeastern University Rochelle Nappi, Ed.D., Assistant Dean of Operations, College of Pharmacy, Nova Southeastern University Nethania Thelemaque, P2, College of Pharmacy, Nova Southeastern University Elizabeth Sturman, P2, College of Pharmacy, Nova Southeastern University Objective. The study was conducted to determine the preferred learning style of second year pharmacy students using the visual, aural, read/write, and kinesthetic (VARK) questionnaire. Background. Professional degree programs are challenging because the application of content requires a higher level of thinking to properly grasp concepts and theories. Students are tasked with learning a large amount of information in a limited amount of time and must be sure they are interpreting and applying information in a correct manner. It is important for students to be knowledgeable of their learning style in order to academically excel. Methods. The self-administered VARK assessment tool was disseminated among second year pharmacy students at Nova Southeastern University College of Pharmacy at the Palm Beach Campus. Results. A total of 25 students participated. The majority (40%, N=10) of participants were kinesthetic learners followed by 36% (N=9) who preferred to learn by reading/writing. 6 students (24%) preferred visual aids, while only 5 (20%) were aural learners. Although a total of 25 students took the VARK assessment, five students had a dominant learning style in more than one VARK category. Conclusion. The aim of this study was to explore the diverse learning approaches that pharmacy students possess. Pharmacy students