Content area
Aims
To evaluate the learning outcomes of an IPE program for nursing students in relation to theoretical knowledge, interprofessional collaborative practice competency and nursing core competency and their learning experiences.
BackgroundSimulation-based interprofessional education (IPE) is an effective method for developing students’ collaborative skills. Nursing students have limited opportunities to learn with healthcare professionals.
DesignThis was a convergent mixed-methods study.
MethodsThe quantitative component used a quasi-experimental design. The experimental group (IPE group) participated in an IPE program with an acute chest pain model in an Emergency Medicine and Nursing course. The learning outcomes were evaluated using a knowledge test, IPE collaborative competence assessment tool and nursing core competence instrument. The qualitative component comprised written reflections and interviews with students on their learning experiences.
ResultsAmong the 117 participants, IPE group showed significantly higher scores on the knowledge test (B = 1.93, p = .001), interprofessional education collaborative competency (B = 0.31, p = .001) and nursing core competence (B = 0.25, p = .027) than the control group. The qualitative interviews with 14 students identified the following themes of learning experiences: enhancement of effective communication within healthcare teams; integration of knowledge with clinical practice; familiarization with the professional roles of team members; strengthening decision-making skills; and the establishment of interprofessional collaborative care abilities.
ConclusionsThe learning outcomes of a simulation-based IPE program for nursing students demonstrated enhanced core competencies for interprofessional collaborative practice. Simulation-based IPE is a useful teaching method that should be actively promoted across healthcare disciplines.
Details
Patients;
Nursing Education;
Sample Size;
Likert Scales;
Communication (Thought Transfer);
Interviews;
Mixed Methods Research;
Lesson Plans;
Research Design;
Professional Education;
Learner Engagement;
Educational Strategies;
Medical Care Evaluation;
Competence;
Control Groups;
Experimental Groups;
Reflection;
Pain;
Learning Experience;
Nursing Students;
Ethics;
Quasiexperimental Design;
Outcomes of Education;
Lifelong Learning
Students;
Collaboration;
Curricula;
Communication;
Values;
Teamwork;
Likert scale;
Core competencies;
Medical education;
Occupational roles;
Professional practice;
Simulation;
Medicine;
Clinical medicine;
Teaching;
Knowledge;
Pain;
Professionals;
Nursing skills;
Chest pain;
Emergency medical care;
Nursing education;
Self evaluation;
Competency based learning;
Quasi-experimental methods;
Integrated care;
Nursing;
Teams;
Mixed methods research;
Professional ethics;
Interviews;
Interdisciplinary education;
Patients;
Health care;
Nursing care;
Decision making;
Research design;
Interprofessional education;
Medical personnel;
Interdisciplinary aspects;
Nurses;
Learning;
Cooperative learning;
Education;
Skills;
Work skills;
Competence;
Health services;
Teaching methods;
Learning outcomes;
Scores;
Groups
; Li-Chin, Chen 1 ; Hui (Grace) Xu 2 ; Chin-Yen, Han 1
1 Department of Nursing, Chang Gung University of Science and Technology, Taiwan; Nursing Management Department of Administration Center, Chang Gung Medical Foundation, Taiwan
2 Nursing and Midwifery Research Centre, Royal Brisbane and Women’s Hospital, Herston, Brisbane, Queensland, Australia; School of Nursing, Queensland University of Technology, Kelvin Grove, Brisbane, Queensland, Australia