ArticleAdvances in simulation (London, England)2017
Students' understanding of teamwork and professional roles after interprofessional simulation-a qualitative analysis.
Article in Advances in simulation (London, England), 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 24 papers.
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Who cites it
24 citing papers in PubMed.
- Learning better together? A scoping review of in-person interprofessional undergraduate simulation.Advances in simulation (London, England) · 2025Article
- The ABC's of Enhancing Medical Residents Approach to Resolving Interprofessional Conflicts in Workplace.Journal of advances in medical education & professionalism · 2025Article
- Exploring perception and attitude of nursing students towards interprofessional education in Saudi Arabia.PloS one · 2024Article
- Development and implementation of a high-fidelity simulation training course for medical and nursing collaboration based on the Fink integrated course design model.Frontiers in medicine · 2024Article
- Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students.Health science reports · 2023Article
- Best Educational Techniques in High-Fidelity Simulation According to Nursing Students-Adaptation and Validation of the Educational Practices Questionnaire (EPQ).International journal of environmental research and public health · 2022Article
- Changes in medical students´ and anesthesia technician trainees´ attitudes towards interprofessionality - experience from an interprofessional simulation-based course.BMC medical education · 2022Article
- Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine.BMC medical education · 2022Article
- A preliminary simulation-based qualitative study of healthcare students' experiences of interprofessional primary care scenarios.Advances in simulation (London, England) · 2022Article
- Evaluation of a Multidisciplinary Extracurricular Event Using Kolb's Experiential Learning Theory: A Qualitative Study.Journal of multidisciplinary healthcare · 2022Article
- Exploring healthcare students' interprofessional teamwork in primary care simulation scenarios: collaboration to create a shared treatment plan.BMC medical education · 2021Article
- Article
- Undergraduate nursing students' self-reported professional behaviour at the University of Namibia.Health SA = SA Gesondheid · 2021Article
- Leveraging Podcasts to Introduce Medical Students to the Broader Community of Health Care Professionals.MedEdPORTAL : the journal of teaching and learning resources · 2021Article
- Rubric-based debriefing to enhance nursing students' critical thinking via simulation.BMJ simulation & technology enhanced learning · 2021Article
- Has "The Ceiling" Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?Journal of multidisciplinary healthcare · 2021Article
- Nursing and medical students' perceptions of an interprofessional simulation-based education: a qualitative descriptive study.Korean journal of medical education · 2020Article
- Evolution of an obstetrics and gynecology interprofessional simulation-based education session for medical and nursing students.Medicine · 2020Article
- Interprofessional communication (IPC) for medical students: a scoping review.BMC medical education · 2020Article
- Senior nursing student's perceptions of an interprofessional simulation-based education (IPSE): A qualitative study.Heliyon · 2019Article
Corrections and comments
- Erratum issued
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study explores how interprofessional simulation-based education (IPSE) can contribute to a change in students' understanding of teamwork and professional roles. A series of 1-day training sessions was arranged involving undergraduate nursing and medical students. Scenarios were designed for practicing teamwork principles and interprofessional communication skills by endorsing active participation by all team members.
methodsFour focus groups occurred 2-4 weeks after the training. Thematic analysis of the transcribed focus groups was applied, guided by questions on
resultsThe first question, aiming to identify changes in students' understanding of teamwork, resulted in three categories: realizing and embracing teamwork fundamentals, reconsidering professional roles, and achieving increased confidence. The second question, regarding how participation in IPSE could support the transformation of students' understanding of teamwork and of professional roles, embraced another three categories: feeling confident in the learning environment, embodying experiences, and obtaining an outside perspective.
conclusionsThis study showed the potential of IPSE to transform students' understanding of others' professional roles and responsibilities. Students displayed extensive knowledge on fundamental teamwork principles and what these meant in the midst of participating in the scenarios. A critical prerequisite for the development of these new insights was to feel confident in the learning environment. The significance of how the environment was set up calls for further research on the design of IPSE in influencing role understanding and communicative skills in significant ways.
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