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Utilizing simulation-enhanced interprofessional education to identify differences in healthcare students'

Susan Kilroy1, Beth Marks2, Kathryn M Sawyer3

  • 1Temple University, School of Public Health, Jones Hall, Room 518: 1316 W. Ontario St, Philadelphia, PA, United States of America.

Nurse Education Today
|January 28, 2025
PubMed
Summary

Simulation Enhanced Interprofessional Education (SIM-IPE) significantly improved healthcare students' collaborative practice behaviors (CPBs). Differences in CPB development were observed among professions, highlighting the need for tailored SIM-IPE curricula.

Keywords:
Collaborative practiceIntellectual and developmental disabilitiesInterprofessional educationSimulation

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Area of Science:

  • Healthcare education research
  • Interprofessional collaboration
  • Simulation-based learning

Background:

  • Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students is crucial for enhancing care in underserved populations.
  • Simulation Enhanced Interprofessional Education (SIM-IPE) offers a potential strategy to foster these essential skills.

Purpose of the Study:

  • To evaluate the impact of SIM-IPE on healthcare students' self-reported CPBs.
  • To assess students' perceptions of using CPBs with underserved populations.
  • To identify differences in CPB development among various healthcare professions.

Main Methods:

  • A mixed-methods explanatory design was employed.
  • Sixty-eight doctorate of nurse practitioner, dental, and pharmacy students participated.
  • Quantitative data from the IPECC-SET27 and qualitative data from simulation debriefings were analyzed.

Main Results:

  • All students demonstrated statistically significant increases in mean CPB scores post-SIM-IPE.
  • The most significant perceived improvement was in 'Teams and Teamwork' for nurse practitioner students.
  • Specific CPB skills showed varied impacts across professions: pharmacy (Values and Ethics), dentistry (Roles/Responsibilities, Communication).

Conclusions:

  • SIM-IPE effectively enhanced students' competence in CPBs.
  • Interprofessional differences in CPB development were evident.
  • Curriculum development should consider these professional variations to prepare practice-ready healthcare professionals.