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Student Evaluations of Interprofessional Simulation
Beyond the Boundaries: Evolving Simulation & Skills to the Next Generation of Healthcare
  • Rebecca S Jensen, Indiana University-Purdue University Fort Wayne
  • Deborah Poling, Indiana University - Purdue University Fort Wayne
Document Type
Presentation Date
Conference Name
Beyond the Boundaries: Evolving Simulation & Skills to the Next Generation of Healthcare
Conference Location
Cincinnati, OH
Peer Review
Statement of problem While the 2010 report “The Future of Nursing: Leading Change, Advancing Health” proposes that nurses work collaboratively with other health care professionals, relatively little has been published on the use of simulation to achieve this goal in nursing and other disciplines. Student ratings of and interprofessional simulation and its effect on collaboration with other disciplines will provide valuable information on ways to improve interprofessional simulations. Hypotheses Students’ self-ratings of confidence for patient care will improve from beginning to end of the simulation. Students’ self-rating of collaborative learning will improve from beginning to end of the simulation. Students will rate that the simulation was realistic and that they felt supported during the simulation. Literature review Interprofessional education (IPE) occurs when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. The purpose of interprofessional education is to ensure healthcare providers have the necessary knowledge, skills, and attitudes to work effectively on interprofessional teams (Bridges et al., 2011). Including IPE in the curriculum helps students understand professional roles and collaboration, which contributes to safe, effective patient care, as well as enhanced job satisfaction, reduced stress and improved quality of life (Clark, 2011). Methodology Students in the disciplines of dental hygiene, radiography, and nursing voluntarily participated in an interprofessional patient care simulation. Students moved between observer and active roles during the extended simulation; transfer of the patient’s care occurred at least 3 times during the simulation. All participants were then debriefed. Students completed various surveys before and after the simulation. Comparisons of students’ confidence for patient care and attitudes toward collaborative learning were examined, as well as students’ ratings of fidelity of the simulation and support during the simulation. Ethical considerations IRB approval was obtained for the study. Participation was voluntary, and students could remove their participation at any time. Results and implications The simulation took place March 28, 2013. Data interpretation will be conducted in the summer of 2013. Results will be available for the fall 2013 semester. References Bridges, D., Davidson, R., Odegard, P., Maki, I., & Tomkowiak, J. (2011). Interprofessional collaboration: Three best practice models of interprofessional education. Medical Education Online, 16, 1-10. DOI: 10.3402./meo.v1610.6035 Clark, P. (2011). Examining the interface between interprofessional practice and education: Lessons learned from Norway for promoting teamwork. Journal of Interprofessional Care, 25, 26-32. Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Retrieved from
  • Simulation,
  • Interprofessional Education,
  • Nursing,
  • Dental,
  • Radiography Technology,
  • Collaboration
Citation Information
Rebecca S Jensen and Deborah Poling. "Student Evaluations of Interprofessional Simulation" Beyond the Boundaries: Evolving Simulation & Skills to the Next Generation of Healthcare (2013)
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