Taking a closer look at undergraduate acute care interprofessional simulations: lessons learnt

ABSTRACT

Interprofessional undergraduate/pre-registration simulations (UIPSims) are growing in popularity but remain under researched and without pedagogic instruction. We report on an evaluation of final year healthcare student UIPSims, focussed on safe practice using a mixed methods study. The evaluation combines traditional methods with direct observations of students. Students completed a pre and post-course questionnaire with scored and free text questions and in addition an ethnographer observed the UIPSims supported with video recordings. Final year students participated (medical, nursing, operating department practitioner, pharmacy; n = 230). The scored questions were significant (p < .01) with student comments confirming the value of the learning. The observations identified strengths and weaknesses. The students were professional and patient-centered, but were unable to function as a team, communicate effectively for shared decision making or recognize and highlight patient safety concerns. The facilitators mainly guided rather than facilitated proceedings. Despite having completed a theme of interprofessional education (IPE) designed to develop team working abilities, final year healthcare students were unable to function as a student team in order to apply theory to practice. The findings highlight how an interprofessional simulation at the end of an undergraduate curriculum offers a litmus test on student readiness for teamworking. The findings support an IPE curriculum with a set of theoretical principles aligned to a set of team working skills in readiness for participating in an UIPSims. In addition, facilitators should be trained on the principles for IPE as well as on best practice for simulations. Briefing is vital, enabling students to come together to form a team and find their collective voice. Observational research offers a powerful evaluation tool illuminating what is happening in these teaching situations. More research on the constituent components of UIPSims is required.

KEYWORDS:

• Evaluation research
• mixed methods
• interprofessional evaluation
• teamwork
• team effectiveness

Acknowledgments

We acknowledge the support of the University of Leicester Teaching Enhancement Fund for this work and the support from the steering group members and from the Medical School simulation leads Ms Marianne Elloy and Mr Robert Davies.

Notes

1. Throughout this paper the term undergraduate will be used for first level training which results in enrollment onto professional registers of practice. We recognize that for some cohorts of professional students the correct term is pre-registration training as some are already graduates.

Additional information

Notes on contributors

Elizabeth Anderson

Elizabeth Anderson, PhD, SRN, MW, HV, PG in HE, NTF, is a Professor of Interprofessional Education and Lead for Patient Safety at Leicester Medical School. She leads a patient and carer group and conducts research to achieve safe patient-centred interprofessional learning. She is a Fellow of the UK Centre for the Advancement of interprofessional Education.

Simon Bennett

Simon Bennett, PhD, is Director of the Civil Safety and Security Unit at the University of Leicester where he applies sociology and psychology theory to safety, working mainly in aviation security.