Exploring Student Experiences of Interprofessional Simulation Education
Abstract
This interpretive phenomenological study explored the lived experiences of 15 graduate nursing students who participated in interprofessional simulation (IS) education. The research, guided by van Manen's methodology, aimed to understand the benefits and barriers of IS in health professional education, focusing on the question: What is the lived experience of health professional students in simulation-based interprofessional education?
Themes identified included 'Fitting In', 'Interpersonal Awareness', 'A Space to Learn', and 'Working Together'. These themes highlight the importance of collaborative skills for client care and the necessity of recognizing professional roles. IS is presented as a key tool in developing these skills and may be adaptable to various healthcare settings.
The study advocates for the integration of IS into healthcare education program curricula, emphasizing the relevance of both formal and informal learning experiences in shaping effective team dynamics. Recommendations include fostering an environment of mutual respect and understanding among team members, establishing strong team rapport, and developing a comprehensive understanding of each professional's role.
Furthermore, the study calls for policy changes to embed a culture of interprofessionalism in healthcare, suggesting the integration of diverse health professionals as educators and the inclusion of interprofessional courses in health education professional programs. These initiatives aim to further enhance collaborative practices to support the delivery of quality and safe client care.