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The Use of Theoretical Frameworks Guiding Interprofessional Simulation: An Integrative Review
1About the Authors Rhonda Bell, MSN, RN, is dean, Nursing, Health, and Natural Sciences, San Jacinto College, Houston, Texas, and a PhD student at Texas Woman's University Nelda C. Stark College of Nursing, Houston, Texas. Nina Fredland, PhD, RN, FNP, is a professor, Texas Woman's University Nelda C. Stark College of Nursing. The first author is grateful for the mentorship of Dr. Wyona Freysteinson. For more information, contact Rhonda Bell at Rhonda.bell@sjcd.edu.
Aim:
The aim of the review was to describe and summarize the use of theoretical premises noted in published studies on the implementation of interprofessional simulation (IPE-Sim).
Background:
IPE-Sim is an educational methodology being used throughout nursing, allied health, and health science programs of study. Understanding frameworks currently used in IPE-Sim is essential in advancing the knowledge of this type of educational methodology.
Method:
An integrative literature review on the use of theories and models guiding IPE-Sim was performed.
Results:
Ten studies meeting the inclusion criteria were categorized into theoretical frameworks (n = 4) or competency frameworks (n = 6) guiding the development and implementation of IPE-Sim and were included in the review. The literature review revealed a lack of consistent theoretical and competency-based frameworks guiding the development, implementation, assessment, and research of IPE-Sim.
Conclusion:
The integrative literature review describes specific theoretical and competency frameworks currently used in the literature on IPE-Sim.
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