The effect of an interprofessional simulation-based education program on perceptions and stereotypes of nursing and medical students: A quasi-experimental study |
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| Institution: | 1. Center for Interprofessional Education and Collaborative Care, Virginia Commonwealth University, PO Box 980466, Richmond, VA 23298-0466, United States;2. School of Medicine, Virginia Commonwealth University, PO Box 980466, Richmond, VA 23298-0466, United States;3. Virginia Commonwealth University, PO Box 980071, Richmond, VA 23298-0071, United States;4. School of Nursing, Virginia Commonwealth University, PO Box 980567, Richmond, VA 23298-0567, United States;5. School of Medicine, Virginia Commonwealth University, PO Box 980401, Richmond, VA 23298-0401, United States;6. School of Medicine, Virginia Commonwealth University, P.O. Box 980663, Richmond, VA 23298-0663, United States;1. School of Nursing Randers, VIA University College, Jens Otto krags Plads 3, 8900 Randers, Denmark;2. Department of Health Sciences, School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield HD1 3DH, United Kingdom;3. Helsinki Metropolia University of Applied Sciences, PO Box 4030, FI-00079 Metropolia, Finland;1. Accreditation Council for Pharmacy Education, 135 S. LaSalle Street, Chicago, IL 60603, United States;2. Cedarville University School of Pharmacy, 251 N. Main St., Cedarville, OH 45314, United States;3. Purdue University School of Nursing, United States;4. Purdue University College of Pharmacy Department of Pharmacy Practice, 575 Stadium Mall Drive, West Lafayette, IN 47907, United States |
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| Abstract: | BackgroundInterprofessional education is intended to train practitioners to collaboratively address challenges in healthcare delivery, and interprofessional simulation-based education (IPSE) provides realistic, contextual learning experiences in which roles, responsibilities, and professional identity can be learned, developed, and assessed. Reducing negative stereotypes within interprofessional relationships is a prime target for IPSE.ObjectivesWe sought to understand whether perceptions of interprofessional education and provider stereotypes change among nursing and medical students after participating in IPSE. We also sought to determine whether changes differed based on the student's discipline.DesignThis was a quasi-experimental pretest-posttest study.SettingThe study took place at a large mid-Atlantic public university with a comprehensive health science campus.Participants147 senior Bachelors of Science in Nursing students and 163 fourth-year medical students participated.MethodsStudents were grouped into interprofessional teams for a two-week period and participated in three two-hour simulations focused on collaboration around acutely ill patients. At the beginning of the first session, they completed a pretest survey with demographic items and measures of their perceptions of interprofessional clinical education, stereotypes about doctors, and stereotypes about nurses. They completed a posttest with the same measures after the third session.Results251 students completed both the pretest and posttest surveys. On all three measures, students showed an overall increase in scores after the IPSE experience. In comparing the change by student discipline, medical students showed little change from pretest to posttest on stereotypes of doctors, while nursing students had a significant increase in positive perceptions about doctors. No differences were noted between disciplines on changes in stereotypes of nurses.ConclusionsThis study demonstrated that a short series of IPSE experiences resulted in improved perceptions of interprofessional practice and changes in stereotypical views of each profession even when the experience was not directly designed to address these issues. Differences observed between nursing and medical students should be explored further. |
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