Chinese Health Students' Perceptions of Simulation-based Interprofessional Learning

Abstract

BackgroundThe aims of this study were twofold: to explore Chinese health students' perceptions of roles and responsibilities and to explore students' understanding of interprofessional education. MethodsA descriptive, qualitative design was used. An inductive approach was used to extract themes from students' statements in a survey with open-ended questions. The National League for Nursing/Jeffries simulation framework and debriefing for meaningful learning were used in the design and implementation of the interprofessional simulation. ResultTwo themes were “similar perceptions and stereotypes” and “positive learning outcomes.” ConclusionsStudents reported an improved perception of roles and responsibilities. However, the common stereotypes held by students imply that a single simulation-based interprofessional education program was insufficient to facilitate students' accurate role perceptions. Common stereotypes held by students inform the need for health curricula reform in China.