Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A...

Area of Science:

• Health Professions Education
• Interprofessional Collaboration
• Simulation-Based Learning

Background:

• Didactic lectures are insufficient for teaching interprofessional collaboration.
• High-fidelity human patient simulation is effective for interprofessional education.
• Research is needed to support interprofessional education using high-fidelity patient simulation technology.

Purpose of the Study:

• To explore pre-licensure health professions students' readiness for interprofessional learning.
• To assess collaboration among students during an interprofessional education simulation experience.

Main Methods:

• Mixed methods convergent parallel design with 53 pre-licensure students (nursing, respiratory therapy, health administration, physical therapy).
• Utilized the Readiness for Interprofessional Learning Scale (RIPLS) and Health Professional Collaboration Scale (HPCS).
• Qualitative data collected via post-simulation focus groups; quantitative data analyzed using non-parametric statistics, qualitative data using phenomenology.

Main Results:

• Students reported significantly more positive attitudes towards teamwork, collaboration, and professional identity post-simulation.
• Nursing and health administration students reported greater collaboration than physical therapy students.
• Qualitative themes included experiential learning, interactional relationships, and role preparation; PT students perceived less benefit due to individualistic practice views.

Conclusions:

• Pre-licensure students demonstrate readiness for interprofessional education.
• High-fidelity human patient simulation is a viable experiential format for interprofessional learning.