Integrating interprofessional core competencies through simulation that promotes ethical decisions, patient safety, and cultural diversity

Robyn MacSorley, Kim Adcock, Eloise Lopez-Lambert, Zeb Henson, Melissa Klamm, Lyssa Weatherly, Joseph Tacy


Introduction: Integrating ethical decisions, patient safety, and cultural diversity through multidisciplinary team-based simulation enhances learning and awareness of interprofessional core competencies.

Methods: A simulation scenario was designed to meet educational objectives and create a realistic environment for second-year medical, third-year pharmacy, and third-year nursing students. Students from each of the three disciplines were evenly distributed into groups to participate in a scenario. The simulation-based encounter consisted of a prebrief session, a simulation activity, and an overall debrief session. Course faculty from each discipline facilitated the three mirror-imaged scenarios, observed student behaviors, and operated mid-fidelity simulators. Students’ knowledge and attitudes related to the interprofessional education core competencies (IPE-CC) were evaluated using pre- and post-assessment surveys. Additionally, student feedback was gathered through an opinion survey following the activity.

Results: Three-hundred and sixty-one students participated in the simulation activity during the spring semester of the 2021-2022 academic year. A statistical significance was noted with 80% of the pre- and post-assessment survey items. Learner opinion survey results provided favorable feedback as well as suggestions for improvement. The educational objectives were met.

Discussion: This simulation activity provides a realistic environment for students to apply the IPE-CC in preparation for their role as an interdisciplinary healthcare team member.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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