Developing interprofessional simulation in the undergraduate setting: Experience with five different professional groups

Abstract

This article reports our experience of developing half-day sessions of interprofessional simulation for pre-qualifying students from medicine, nursing, physiotherapy, radiography and operating department practice. One hundred and ninety-one students participated in a session. A questionnaire consisting of Likert type, visual analog and open comment questions explored their perceptions of the sessions as a learning experience, their attitudes toward interprofessional learning and the factors important for good patient care either after, or before and after, the session, as appropriate. Responses were analyzed using descriptive statistics, statistical tests for difference or thematic coding. Our data suggest that routine scenarios following patient journeys offer such students valuable educational experiences. In order to maximize the educational value of such sessions, particular attention should be paid to the benefits anticipated for individual professions, as well as those for all groups; to the wider educational context in which sessions lie and to the careful management of debriefing. A collaborative approach to the development of these increasingly popular but time and resource intensive educational interventions is advantageous for both staff and students.

Inter-professional education: Healthcare students' experiences

“…On a professional level, improved confidence, knowledge and skill was also reported after participation in IPE 17 . Gaining knowledge about team members' roles is seen as an essential outcome of IPE 15,18 as improved knowledge about members' roles could lead to improved teamwork and communication 17 .…”

“…Gaining knowledge about team members' roles is seen as an essential outcome of IPE 15,18 as improved knowledge about members' roles could lead to improved teamwork and communication 17 . Since students also realised that they knew more than they had thought, they gained greater confidence and it engendered pride in their profession.…”

An Interprofessional Education Nursing Home Dining Simulation Promotes Changes in Student Attitudes

“…Medical, nursing, physiotherapy, and pharmacy students participated in an IPE HCS study addressing communication among the students during end of life care (Efstathiou & Walker, 2014). An IPE HCS study involving medical, nursing, physiotherapy, radiology, and operating department students evaluated student perceptions of IPE HCS after reviewing five medical scenarios in interprofessional teams (Buckley, Hensman, Thomas, Dudley, Nevin, & Coleman, 2012). Teamwork and reflection practice was analyzed in an IPE HCS project among nursing, physiology, and radiography students (Stephens et al, 2011).…”

“…Although IPE and HCS have been in existence for decades as unique fields, research exploring how these two fields overlap is relatively new (Palaganas, Epps, & Raemer, 2014). Research in this area has primarily involved medical students, nursing students, physical therapy students, and pharmacy students (Buckley, Hensman, Thomas, Dudley, Nevin, & Coleman, 2012;Efstathiou & Walker, 2014;Kyrkjebo, Brattebo, & Smith-Strom, 2006;Stephens et al, 2011) and, to date, does not include IPE nursing home environment simulations. The purpose of this study was to assess changes in IPE attitudes and competence among undergraduate dietetics, gerontology/long term care administration, and occupational therapy assistant students who participated in a problem-based simulated nursing home dining experience.…”

Social and healthcare staff’s self-reported simulation learning needs in small and middle-sized enterprises

“…[27] Provision of positive learning experiences is essential, [22] as appreciation expressed by facilitators and peers can enhance participants' self-confidence and preparedness to work in multiprofessional teams. [22,28] Feedback discussions following simulated sessions have also been found helpful in creating a shared understanding of the challenges and potential solutions related to the situation at hand. [18] …”