The Impact of an Interprofessional Simulation-Based Education Intervention in Healthy Ageing: A Quasi-Experimental Study

Abstract

BackgroundImprovement of student attitude toward learning communication skills is a primary target for interprofessional simulation-based education. Our aim was to explore whether a short series of interprofessional simulation experiences focused on healthy ageing promoted changes in communication skills attitude and student perceptions of their professional roles. MethodsA quasi-experimental pre–post-test study was conducted on nursing and medical students. Improvements in communication skills attitude and student perceptions were measured after a simulation-based educational intervention as well as satisfaction and self-confidence. The intervention included: (a) a self-study course and (b) four sessions divided into didactic lecture, role-play, standardized patient, and a new simulation learning environment. ResultsSixteen nursing students and 21 medical students participated. Despite the lack of significant differences, all students reported positive attitudes toward communication skills. No significant changes in semantic differential were observed across time and student disciplines. Both groups reported high levels of self-confidence and attitude toward learning in simulation. ConclusionResults seem to indicate that the interprofessional simulation-based educational intervention contributes to enhanced communication skills attitude and promote student awareness of professional identity.