Abstract
BackgroundThe present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students’ attitudes toward interprofessional education and knowledge about operating room nursing.MethodsNursing students were randomly assigned to either the interprofessional simulation-based education or traditional course group. A before-and-after study of nursing students’ attitudes toward the program was conducted using the Readiness for Interprofessional Learning Scale. Responses to an open-ended question were categorized using thematic content analysis. Nursing students’ knowledge about operating room nursing was measured.ResultsNursing students from the interprofessional simulation-based education group showed statistically different responses to four of the nineteen questions in the Readiness for Interprofessional Learning Scale, reflecting a more positive attitude toward interprofessional learning. This was also supported by thematic content analysis of the open-ended responses. Furthermore, nursing students in the simulation-based education group had a significant improvement in knowledge about operating room nursing.ConclusionsThe integrated course with interprofessional education and simulation provided a positive impact on undergraduate nursing students’ perceptions toward interprofessional learning and knowledge about operating room nursing. Our study demonstrated that this course may be a valuable elective option for undergraduate nursing students in operating room nursing education.
Highlights
The present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students’ attitudes toward interprofessional education and knowledge about operating room nursing
A total of 46 fourth-year medical students from the same university participated in the study; they were in the Basic Surgical Techniques (BST) course, which was an established component of the medical curriculum
No significant difference in the responses to questions on the Readiness for Interprofessional Learning Scale (RIPLS) was found between nursing students from the traditional course group and interprofessional simulation-based education (IPSE) group before intervention
Summary
The present study was designed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students’ attitudes toward interprofessional education and knowledge about operating room nursing. The operating room (OR) is a dynamic, high-risk setting requiring effective teamwork for the safe delivery of care. It brings together a diverse group of professionals who must work as a team to provide care to a surgical patient. Effective operating room teamwork is a critical component for the safe delivery of care, its implementation in practice is far from ideal [1]. A major contributor to the inadequate teamwork of ORs is a IPE, which is defined as “when two or more professions learn with, from and about each other to improve collaboration and the quality of care” [4], is a crucial pedagogical approach for preparing nursing and medical students to provide patient care in a collaborative team atmosphere. Simulation-based interprofessional activities are encountered in rapid response, trauma, and ICU training [8,9,10]
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