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

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 86 (Jul 2025), p. 104424
Autor principal:	Chang, Wen
Otros Autores:	Li-Chin, Chen, Hui (Grace) Xu, Chin-Yen, Han
Publicado:	Elsevier Limited
Materias:	Taiwan Acute coronary syndromes 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 Retention (Psychology) Sample Size Likert Scales Communication (Thought Transfer) Lesson Plans Professional Education Learner Engagement Educational Strategies Medical Care Evaluation Control Groups Experimental Groups Reflection Learning Experience Nursing Students Ethics Quasiexperimental Design Outcomes of Education Lifelong Learning
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Descripción
Resumen:	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. Background Simulation-based interprofessional education (IPE) is an effective method for developing students’ collaborative skills. Nursing students have limited opportunities to learn with healthcare professionals. Design This was a convergent mixed-methods study. Methods The 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. Results Among 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. Conclusions The 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.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104424
Fuente:	Sociology Database