Insights Into Learning Among Physical Therapy, Medical, and Nursing Students Following a Simulation-Based, Interprofessional Patient Safety Course

• Published in: Curēus (Palo Alto, CA) Vol. 15; no. 3; p. e36859
• Main Authors: Sanko, Jill S, Hartley, Gregory W, Mckay, Mary E, Drevyn, Elsa M, Mandel, David W, Gerber, Kathryn S, Motola, Ivette
• Format: Journal Article
• Language: English
• Published: United States Cureus Inc 29.03.2023; Cureus
• Subjects: Accreditation; Art galleries & museums; Communication; Emergency medical care; Interprofessional education; Knowledge; Learning; Medical Education; Medical personnel; Medical students; Nursing education; Other; Patient handling; Patient safety; Perceptions; Physical therapists; Physical therapy; Professions; Scope of practice; Simulation; Teams; United States > US; interprofessional education; physical therapy students; patient safety; nursing students; medical students; simulation
• ISSN: 2168-8184; 2168-8184
• DOI: 10.7759/cureus.36859

As the need for a strong interdisciplinary approach in the delivery of healthcare services becomes increasingly vital, interprofessional education (IPE) is essential to equip healthcare professionals of the future to deliver better care. IPE encounters using simulation-based education can be a powerful tool in inculcating pre-professional students with foundational tools for successful interprofessional work. This qualitative study explores the learning that occurs during IPE encounters that include nursing, physical therapy, and medical students. The results of this work highlight how important IPE encounters are in uncovering and changing cross-disciplinary notions about knowledge, skills, role, and team contributions. Specifically, our analysis demonstrated that there are common misunderstandings about contemporary roles, knowledge, and skills of physical therapists among both nursing and medical students that can be corrected in IPE encounters. Results also demonstrated that careful planning can bolster opinions of the value of activities embedded as part of a larger course. Moreover, planning and attention to the specific educational needs of all students may prevent any group feeling that their educational needs were not fully met across all disciplines. The findings support the consideration that IPE can be an important method to instill foundational interprofessional knowledge, skills, and attitudes to promote a foundation from which to establish strong career-long interprofessional collaborations. It is important to lay foundational interprofessional skills and appreciation of the 'other' in pre-licensure curricula, but these efforts should not be limited to only pre-licensure programs and need also to be included as part of on-going professional development education, especially as healthcare education, roles, and responsibilities evolve.