Change in attitudes and knowledge with participation in interprofessional simulation experiences between nursing and physical therapy students
Purpose: The purpose of this study was to understand nursing and physical therapy students’ attitudes and knowledge of the other discipline before and after participation in an inter-professional simulation experience. Collaboration among team members in an inter-professional environment is integral to patient safety, improving quality of care, and improving health outcomes. Incorporating interprofessional simulation experiences early in health science programs’ curricula fosters inter-professional collaboration and allows students to develop an understanding of their own responsibilities as well as that of other disciplines.Methods/Description: Collaborative simulation activities included 1st year nursing students and 1st-year DPT students using low fidelity role-plays of a patient with a wound. Collaboration of 2nd year DPT students and 1st year nursing students occurred using a high fidelity manikin and one of four case scenarios to assess a patient that was geriatric and Hispanic, presenting with variable levels of acuity. Students received a pre-brief prior to each simulation session. Groups of Nursing and DPT students treated the patient, with each session lasting up to 20 minutes. During each of the four scenarios, a critical incident occurred that required students to work collaboratively in responding to the critical incident. DPT faculty served as the voice of the patient in the high fidelity scenarios. After all groups completed their respective scenario, students participated in a joint de-brief session. Each student completed a pre-and post-test survey, which was an adapted version of the Readiness for Interprofessional Learning Scale (RIPLS). Students also completed a short answer questionnaire.Results/Outcomes: Over a two year period, 186 students participated in the simulation experience; 52 (28.4%) were nursing students and 131 (71.6%) were physical therapy students. The RIPLS questions assessed the subscales of teamwork and collaboration, negative professional identity, and positive professional identity. Analysis using the Wilcoxon Singed Ranks test demonstrated significant positive change post-simulation as compared to pre-simulation. Short answer questions revealed participants perceived enhanced understanding of their colleagues’ discipline, interest in future collaboration, and enhanced communication among disciplines following the interaction. Most participants indicated preference for future interprofessional educational experiences.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Participants demonstrated an increased appreciation for teamwork, collaboration and knowledge of each other’s profession after participating in interprofessional simulation experiences. Use of inter-professional simulation can be valuable in developing collaboration among healthcare students as they transition from academia to clinical practice.References: Curran, V. R., Sharpe, D., Flynn, K., & Button, P. (2010). A longitudinal study of the effect of an interprofessional curriculum on student satisfaction and attitudes toward interprofessional teamwork and education. Journal of Interprofessional Care, 24(1), 41-52. doi. 10.3109/13561820903011927 Decker, S. I., Anderson, M., Boese, T., Epps, C., McCarthy, J., Motola, I., & Scolaro, K. (2015). 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