Development and Assessment of an Interprofessional Education Simulation to Promote Collaborative Learning and Practice

• Published in: The Journal of nursing education Vol. 57; no. 7; pp. 426 - 429
• Main Authors: Iverson, Lindsay, Bredenkamp, Nancy, Carrico, Cathy, Connelly, Susan, Hawkins, Kim, Monaghan, Michael S, Malesker, Mark
• Format: Journal Article
• Language: English
• Published: United States SLACK INCORPORATED 01-07-2018
• Subjects: Accreditation; Clinical outcomes; Coding; Collaborative learning; Cooperative Learning; Core curriculum; Guidelines; Humans; Interdisciplinary aspects; Interdisciplinary Placement; Interprofessional education; Interprofessional Relations; Medical personnel; Mixed Methods Research; Nurse practitioners; Nurse Practitioners - education; Nurse Practitioners - psychology; Nurses; Nursing; Nursing education; Nursing Education Research; Nursing Evaluation Research; Patient satisfaction; Pediatrics; Perceptions; Pharmacology; Pharmacy; Physicians; Primary care; Professionals; Qualitative research; Reflection; Science Programs; Simulation; Simulation Training - organization & administration; Statistical Analysis; Student attitudes; Students, Pharmacy - psychology; Teams
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20180618-08

We designed an interprofessional education (IPE) clinical simulation that paired nurse practitioner and pharmacy students. The objective was to evaluate the effect on attitudes of interprofessional collaborative learning and practice.
Perceptions were assessed using the Student Perceptions of Interprofessional Clinical Education-Revised instrument and reflection questions that assessed the simulation's effectiveness in requiring team knowledge and experience from each profession whether the experience improved individual student clinical performance, and how this team approach influenced patient outcomes.
Students believed that working with another health profession was educationally beneficial and should be a required experience; they also believed that this collaboration improved patient outcomes and satisfaction. Responses also indicated student ambiguity about their role in interprofessional care, and that clinical rotations were not the ideal setting for first professional interactions with others.
Students expressed satisfaction and increased awareness of the importance of collaboration to ensure patient safety. Increasing interprofessional education experiences prior to clinical rotations should be considered. [J Nurs Educ. 2018;57(7):426-429.].