Scottish healthcare students' perceptions of an interprofessional ward simulation: an exploratory descriptive study.
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ROBERTS, F. and GOODHAND, K. 2018. Scottish healthcare students' perceptions of an interprofessional ward simulation: an exploratory descriptive study. Nursing and health sciences [online], 20(1), pages 107-115. Available from: https://doi.org/10.1111/nhs.12393
The most memorable learning occurs during placement: Simulated interprofessional learning is a logical learning opportunity to help healthcare professionals work beyond their professional silos. This qualitative study aimed to investigate the perceived learning of students from 6 health professions (adult nursing, diagnostic radiography, occupational therapy, physiotherapy, dietetics, and pharmacy) from participating in a 45 minute interprofessional ward simulation. Semi-structured focus groups were undertaken and data analysed using framework analysis. Two overarching themes were evident, each of which had subthemes: i) the ward simulation as an IPE opportunity (sub themes - reality ofsituations and interactions) and ii) the perceived learning achieved (Subthemes - professional roles, priorities, respect, communication, team work, quality of care). The results indicate that a short interprofessional ward simulation, unsupported by additional learning opportunities or directed study, is a useful and engaging interprofessional learning opportunity. Students appear to have learnt important key messages central to the IPE curricula to help develop practitioners who can effectively work together as an interprofessional team and that this learning is partly due to simulation allowing things to go wrong.