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

Roberts, Fiona E.; Goodhand, Kate

Authors

Fiona E. Roberts

Kate Goodhand



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

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