Abstract
Abstract Background Interprofessional education (IPE) in healthcare aims to enhance collaborative, evidence-based care. Case-based IPE scenarios incorporating clinical evidence and professional role information may enhance knowledge. Purpose This study compared transfers, mobility, and positioning knowledge, professional role knowledge, and IPE readiness between registered nurse (RN) and occupational therapy (OT) students who participated in either case-based IPE simulation or separate profession-specific education. Method Pre/post knowledge tests and Readiness for Interprofessional Learning Scale (RIPLS) surveys were used. Discussion The IPE group had statistically significant improvement in overall knowledge (p = .0478) and 12 of 19 readiness items, but not role knowledge (p = .2714), versus control group. Statistical significance was noted for overall knowledge between RN and OT groups (p = .0311) and within the RN group (RN intervention versus RN control) (p = .0039), and for role knowledge in the same groups (p = .0303 and p = .0126, respectively). Conclusions The results provide evidence for case-based, shared learning with RN and OT students in simulation.
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