Effects of High-Fidelity Simulation on Physical Therapy and Nursing Students' Attitudes Toward Interprofessional Learning and Collaboration.

Abstract

The study purpose was to examine changes in physical therapy (PT) and nursing (RN) student attitudes toward interprofessional learning (IPL) and interprofessional collaboration (IPC) following a high-fidelity code simulation. PT (n = 42) and RN (n = 35) students, while working together to transfer a simulated patient, had to respond to a sudden and unexpected medical emergency. Pre- and postsurveys included the Interdisciplinary Education Perception Scale (IEPS), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Toward Health Care Teams Scale (ATHCTS). A control group (PT, n = 41; RN, n = 33) of students were also surveyed. Statistically significant between- (p < .003) and within-group differences (p ⩽ .006) occurred for the IEPS (competency and autonomy, perceived need for and perceptions of actual cooperation), the RIPLS (teamwork and collaboration, professional identity), and the ATHCTS (team value and efficiency). The IPL experience using high-fidelity simulation fostered the development of attitudes necessary for effective IPL and IPC. [J Nurs Educ. 2017;56(8):456-465.].