Optimizing the observer experience in an interprofessional home health simulation: a quasi-experimental study

Area of Science:

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

Background:

• Effective interprofessional collaboration is crucial for patient-centered care.
• Traditional interprofessional education (IPE) methods face challenges in curriculum integration and scalability.
• Simulation offers a controlled environment to practice and evaluate collaborative skills.

Purpose of the Study:

• To assess the impact of an interprofessional simulation experience on student perceptions of collaboration.
• To investigate how participant and observer roles within the simulation influence these perceptions.
• To evaluate the feasibility of using observer roles for efficient, large-scale IPE.

Main Methods:

• A quasi-experimental design involving a two-session interprofessional simulation for nursing and physical therapy students.
• Students alternated roles between actively participating in patient care and observing/providing feedback.
• Data collection focused on self-perceived comfort and collaboration skills through observation and debriefing.

Main Results:

• Observer roles consistently enhanced participants' self-perceived comfort in interprofessional teamwork, regardless of the order of participation.
• The simulation effectively engaged students in collaborative care scenarios within a home health context.
• The observer role provided a structured method for learning and feedback on interprofessional collaboration.

Conclusions:

• Interprofessional simulation, particularly with integrated observer roles, positively impacts student perceptions of collaboration.
• Utilizing observers in simulation is a time-efficient strategy for delivering large-scale interprofessional education.
• This approach enhances active learning and prepares students for effective teamwork in healthcare settings.