An Integrative Review of Interprofessional Simulation in Nursing Education

Skill acquisition of safe medication administration through realistic simulation: an integrative review

“…Scores can vary from 0 to 64 for mixed method studies and from 0 to 56 points for single method studies and are From the descriptors and uncontrolled terms, the following search strategy was conducted in Brazilian Portuguese and Spanish at LILACS database: ("Estudantes de Enfermagem" OR "Estudiantes de Enfermería") AND (Simulação OR Simulación OR "Treinamento com Simulação de Alta Fidelidade" OR "Enseñanza Mediante Simulación de Alta Fidelidad") AND (Medicação OR Medicación OR "Erros de Medicação" OR "Errores de Medicación" OR Farmacologia OR Farmacología). At other databases, the search strategy in English was carried out as follows: ("Nursing Student" OR "Nursing Students" OR "Baccalaureate converted into percentages, so that the final classification, based on the percentage score, is as follows: excellent (76% to 100%), good (50% to 75%), regular (26% to 49%) and weak (0% to 25%) (22)(23) . The results of this study are presented in a descriptive format and discussed based on scientific literature.…”

Operationalization of bandura’s social learning theory to guide interprofessional simulation

“…While nursing has made strides in this area, further understanding of roles is needed. [7] In the field of social work, limited acknowledgement of simulation in pedagogical practices is noted. [4,8,9] Interprofessional practice is a key component for effective communication, improving patient care, increasing understanding between professions, reducing fragmented care, and improving patient safety.…”

“…[5,[10][11][12][13][14][15] Inclusion of simulation enhanced interprofessional education (IPE) or interprofessional simulation (IPS) can allow health professionals to see the health care team's collaborative impact on patient care. [7,16] In the clinical setting, health care professionals are expected to work in teams, yet, there is limited academic exposure to other allied health students and little preparation is done in traditional classrooms to practice with other allied health students; a gap in curriculum that supports an interprofessional approach exists. [7,12,13,16] IPS as a pedagogical tool in the academic setting supports cooperative and collaborative practice allowing students to develop their skills in a safe environment; yet developing, writing, and re-designing simulations to accommodate interprofessional roles can be challenging.…”

“…[7,16] In the clinical setting, health care professionals are expected to work in teams, yet, there is limited academic exposure to other allied health students and little preparation is done in traditional classrooms to practice with other allied health students; a gap in curriculum that supports an interprofessional approach exists. [7,12,13,16] IPS as a pedagogical tool in the academic setting supports cooperative and collaborative practice allowing students to develop their skills in a safe environment; yet developing, writing, and re-designing simulations to accommodate interprofessional roles can be challenging. [17] Kutzin [18] identifies the need to provide appropriate scenarios for each discipline while supporting the unique competencies of each profession.…”

“…[20] Research that demonstrates effective teamwork as part of the curricular design and aligned with a guiding framework is needed. [7,10,11,14,23,24] To support this gap in the literature, social work and nursing departments from one university sought to provide a collaborative pilot simulation experience using Bandura's social learning theory as the guiding framework for the IPS design.…”