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Effectiveness of simulation-based interprofessional education for nursing students: A mixed-methods study
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Abstract
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.
