Blending of virtual reality with high-fidelity simulation for interprofessional team training: A mixed methods study

Area of Science:

• Medical Education
• Healthcare Simulation
• Interprofessional Collaboration

Background:

• Developing interprofessional competencies is crucial for a collaborative, patient-centered healthcare workforce.
• Pre-registration training is essential for fostering teamwork skills in future healthcare professionals.
• Effective interprofessional training prepares students for safe and effective patient care.

Purpose of the Study:

• To assess the impact of Blended Learning Approach with Simulation-based TeamSTEPPS® (BLAST) training on nursing and medical students.
• To evaluate changes in students' attitudes, knowledge, and confidence in interprofessional collaboration.
• To explore student and facilitator experiences with the BLAST training program.

Main Methods:

• A mixed-methods design incorporating a one-group pretest-posttest and focus group discussions.
• Utilized a Blended Learning Approach with Simulation-based TeamSTEPPS® (BLAST) training for final-year nursing and medical students.
• Employed virtual reality and high-fidelity simulations, with pre- and post-tests and qualitative focus groups.

Main Results:

• Statistically significant improvements were observed in students' understanding of TeamSTEPPS® concepts, attitudes towards interprofessional teamwork, and perceived training value.
• Virtual reality simulation enhanced students' confidence in high-fidelity simulation scenarios.
• Qualitative data revealed themes of interprofessional learning synergy, blended simulation as a scaffold, and operationalizing blended simulation.

Conclusions:

• Blended simulation-based learning effectively enhances interprofessional team training for nursing and medical students.
• Scaffolded learning approaches improve knowledge, collaboration, and communication skills in interprofessional teams.
• Innovative and scalable methods are needed for sustainable interprofessional team training.