Pediatric Fundamentals of Critical Care Support: An Interprofessional Simulation Experience

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Pediatric Fundamentals of Critical Care Support: An Interprofessional Simulation Experience

Experience Status


Approval Date Range

9/22/2023 - 9/22/2024

Registration Details for Learners

STudents register through the simulation center at Texas Children's Hospital

Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Case-based and/or problem-based learning
  • Simulation learning

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Enhancing the experience of care
  • Improving care team well-being
  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Pediatric Fundamental Critical Care Support (PFCCS) trains nonintensivists to recognize critical illness and initiate care for critically ill pediatric patients and is recommended for any healthcare professional who may encounter a critically ill or injured pediatric patient. The course addresses fundamental management principles for the first 24 hours of post-resuscitation management of the critically ill pediatric patient or until transfer or appropriate critical care consultation can be arranged.

Pediatric Acute Care Nurse Practitioner (PNP-AC) students will take the PFCCS course during their last clinical practicum semester. The course consists of recourse learning that involves reading and viewing of lectures. Students then attend a 1 day intensive - where there is a combination of didactic, simulation, and case-based scenario learning with skills checkoffs and assessment of knowledge acquisition.

Resources include the use of the SimLife center, interprofessional providers such as respiratory therapists, nurses, and physicians, and current PNP-AC faculty. The course is designed to teach the management of critically ill patients by utilizing appropriate and effective teamwork and communication with all available professionals.

IPE will be integrated into the FCCS course in the following ways:

1. During the skills lab sessions and simulation component of the FPCCS course, PNP-AC students will be teamed with respiratory therapists, physicians, and nurses to identify significant changes in the unstable patient. Together, they will collaborate to develop a plan of care for the patient and work to implement the plan of care based
on their scope of practice and available equipment.
2. During the team-based case scenario learning stations and the simulation-based activities with ventilator and oxygen management, the PNP-AC students will work to communicate and prioritize the needs of the critically ill patient through discussion of profession-specific priorities, roles and responsibilities of each profession, and how interprofessional teamwork provides the foundation for patient-centered care. The PNP-AC students will work with either the physicians and/or respiratory therapists to collaboratively problem-solve the issue with the patient and perform interventions that utilize the best available care from each of the professions present.
3. Effective team communication tools and strategies will be targeted and reinforced during simulation and case-based scenarios to recognize and initiate the management of critically ill patients. Using crisis resource management, participants are instructed to communicate their perspectives and assessments to others on the team, so that time-sensitive and critical tasks are not missed and can be completed expertly and promptly. The role, responsibility, and scope of practice for multiple healthcare professionals will be addressed to determine the need for expert consultation, further intervention, and/or patient transfer. Foundations of a collaborative approach will be targeted during debriefing and feedback sessions with each team-based group.

Level of IPE Integration

  • 2. Immersion Level: Consists of development learning activities that provide learners with the opportunity to learn about, with, and from other professional learners in an active learning situation where they are applying learning during the activity. The desired outcome for activities offered at the immersion level is that learners will develop critical thinking skills as part of an interprofessional view that incorporates multiple perspectives and acknowledges and encourages diversity in providing quality health and human services.

Attendance or Participation in the IPE Experience

  • Certificate credit
  • Course requirement - NURS6690
  • Program and/or school requirement - PNP AC program

Frequency of the IPE Experience

  • 01. Annually

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • 8-12 hours of recorded lectures are viewed before the experience then an 8 hour of live classtime (simulation and case based discussion)

Campus and/or Location of the IPE Experience

  • Lubbock
  • Clinical or experiential rotation - Houston at Texas Children's Hospital
  • Houston at Texas Children's Hospital

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

School of Medicine Audiences

School of Nursing Audiences

  • Graduate MSN

School of Pharmacy Audiences

School of Population and Public Health Audiences


Interprofessional providers such as respiratory therapists, nurses, and physicians, and current PNP-AC faculty

IPE Learning Objectives for the Experience

Values and Ethics

  • VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
  • VE10. Contribute to a just culture that fosters self-fulfillment, collegiality, and civility across the team.

Roles and Responsibilities

  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.
  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR05. Practice cultural humility in interprofessional teamwork.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.


  • C01. Communicate one’s roles and responsibilities clearly.
  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C04. Promote common understanding of shared goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.
  • C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.

Teams and Teamwork

  • TT01. Describe evidence-informed processes of team development and team practices.
  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT07. Share team accountability for outcomes.

Type of Learner Assessment Administered

  • Attitudinal and/or perceptions survey
  • Formative assessment
  • Self-reflection with facilitated debrief

Formal Assessment Protocol used, if Applicable

PFCCS provides a post experience certification exam. A debrief is held following each simulation.

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
  • Activity feedback/evaluation – from learners
  • Satisfaction survey results

Provide Details on the Potential Sustainability of the IPE Experience

  • Integrated into a course and/or experiential rotation requirements
  • Integrated into program curriculum
  • Engaged community partners
  • Course is hosted through Texas Children's Hospital, our academic service partner

Provide Dedicated Funding Sources:

  • Fees (e.g., student or program fees)

Roles of Faculty/Staff in the IPE Experience:

  • Assessors of student learning
  • Facilitators
  • Instructors and/or preceptors
  • Leadership team members
  • Planning committee members

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Nursing

Contact Person(s) and Contact Information for the IPE Experience

Julia Kuzin, DNP, CPNP-AC/PC
Director Pediatric NP Programs