Intercollegiate Student Workshop Using the PEEER Communication Model for Difficult Situations.

Abstract

Background: Students frequently comment how they feel underprepared to deal with difficult situations in the healthcare setting. To address this issue, respiratory faculty from St. Paul’s College, MN and Northern Kentucky University, KY, developed a workshop for their students on the PEEER Communication Model for interacting in difficult situations. The elements of the model are P-Plain Language; E-Engagement; E-Empathy; E-Empowerment; and R-Respect.

Methods: Using Zoom, faculty (n = 2) and students from both programs (n = 29) introduced themselves. Student learning objectives were: 1) compare effective and ineffective communication; 2) define and discuss the PEEER model; 3) participate in meaningful discussion with respiratory students outside of their own university and geographical region. Faculty gave descriptions and applications of the PEEER elements. Scenario 1 was a video of healthcare providers gathering outside a patient’s room talking about his medication compliance; the patient’s wife walked past the group while entering the room. After the video, students were arranged in breakout rooms and discussed effective and ineffective communications exhibited; student groups were mixed from both programs. Afterwards the large group gathered for debriefing. Scenario 2 was an in-patient sudden cardiac arrest. Two RTs, two RNs, a physician, and the patient’s wife were in the room. Students evaluated the interactions between healthcare providers and wife during this difficult situation. After the video, everyone gathered in the large group for debriefing. Students were invited to complete a post workshop survey. The survey consisted of 7 questions using a 5-point Likert scale. NKU IRB gave exempt approval # 1318.

Results: 19 students participated in the survey (66%). The majority said the workshop was valuable (78.95%), they successfully interacted with students outside of their own college (89.47%), and they gained foundational skills in the PEEER model (94.74%). 84.2% reported there was an appropriate variety of learning formats for the activities (pre-work reading, class discussion, videos, patient simulation). When asked if they believed they gained a deeper understanding of all 5 PEEER elements, the mean score was 4.4. 90% said they were confident in their ability to use PEEER skills. 95% believed they’ll use these skills.

Conclusions: The PEEER Communication Model was an effective method for students to gain confidence and skill in communication in the healthcare setting.