Scottish healthcare students' perceptions of an interprofessional ward simulation: an exploratory descriptive study.

Roberts, Fiona E.; Goodhand, Kate

Abstract

The most memorable learning occurs during placement. Simulated inter-professional learning is a logical learning opportunity to help healthcare professionals work beyond their professional silos. In this qualitative study, we investigated the perceived learning of students from six health professions (adult nursing, diagnostic radiography, occupational therapy, physiotherapy, dietetics, and pharmacy) from their participation in a 45 min inter-professional ward simulation. Semi-structured focus groups were undertaken, and data were analyzed using framework analysis. Two overarching themes were evident, each of which had subthemes: (i) the ward simulation as an inter-professional education opportunity (subthemes: reality of situations and interactions); and (ii) the perceived learning achieved (subthemes: professional roles, priorities, respect, communication, teamwork, and quality of care). The results indicated that a short inter-professional ward simulation, unsupported by additional learning opportunities or directed study, is a useful and engaging inter-professional learning opportunity. Students appear to have learnt important key messages central to the inter-professional education curricula to help develop practitioners who can effectively work together as an inter-professional team, and that this learning is partly due to simulation allowing things to go wrong.

Citation

ROBERTS, F. and GOODHAND, K. 2017. 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

• Journal Article Type: Article
• Acceptance Date: Sep 8, 2017
• Online Publication Date: Dec 21, 2017
• Publication Date: Mar 31, 2018
• Deposit Date: Oct 24, 2017
• Publicly Available Date: Dec 22, 2018
• Journal: Nursing and health sciences
• Print ISSN: 1441-0745
• Electronic ISSN: 1442-2018
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 20
• Issue: 1
• Pages: 107-115
• DOI: https://doi.org/10.1111/nhs.12393
• Keywords: Collaborative working; Focus group; Interprofessional learning; Simulation; Teamwork
• Public URL: http://hdl.handle.net/10059/2559
• Contract Date: Oct 24, 2017