O10 Simulation as an approach to teaching and learning professionalism: an exploratory study with undergraduate nursing and medical students

Abstract

Introduction Professionalism amongst nurses and doctors has come under increased scrutiny in recent years. Debates and discussion about how to define it, how to promote it, and what approaches to teaching and learning professionalism should be adopted in medical and nursing curricula are of central interest. It is imperative that nursing and medical educators identify and implement effective teaching and learning approaches to enhance professionalism in our future practitioners. Methods The aim of this study was to explore if high-fidelity simulation is a useful approach to teach and learn professionalism, with undergraduate nursing and medical students, working in an interprofessional context. An interpretative, qualitative approach based on symbolic interactionism, was adopted for use. Data collection consisted of two phases: Phase one included video recordings of the simulation-based learning activity, field notes, and the post- scenario debrief, and Phase 2 was focus group interviews. Thematic analysis of phase 1 data yielded the following themes: Communication, Teamwork, Patient safety and Honesty. Themes generated from Phase 2 were: Elements of professionalism learned; Interprofessional learning on professionalism; The use of simulation as a method to learn professionalism; Clarification of roles. Results Awareness of the importance of effective communication as a central component of professionalism, and how this influenced, and impacted on teamwork, honesty, and patient safety stood out in this study. Participants’ perceptions of this method were overwhelmingly positive. It helped nursing and medical students grasp the importance of their ‘shared responsibility’ to the patient. Discussion This study suggests that interprofessional simulation based learning (IPSBL) enhances awareness of one’s sense of professionalism, and places elements of Good Medical Practice (GMC, 2013) and The Code (NMC, 2015), into practice with real, team-based, clinical scenarios. It provides opportunities for future healthcare workers to come together, discuss their experiences, learn from each other, and develop a new understanding of what professionalism truly means. Conclusion To sustain the public’s trust in the medical and nursing disciplines, the practice of professionalism should be taken seriously by every professional. Students in this study emphasised the importance of effective communication as a key, underlying component of professionalism, and this should be pivotal in teaching and learning strategies addressing professionalism. Students found IPSBL a helpful, realistic teaching method to enable valuable learning and practice of professionalism. This method should be introduced at the beginning of the students’ undergraduate training and augmented throughout the subsequent years. References General Medical Council. Good Medical Practice 2013. Available at https://www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/good-medical-practice (accessed 07/01/2016). Nursing and Midwifery Council (NMC). Enabling professionalism in nursing and midwifery practice 2017. London: NMC. Nursing and Midwifery Council (NMC). The code: Professional standards of practice and behaviour for nurses and midwives 2015. London: NMC.