Can a simulated hospital interprofessional experience between allied health and nursing students change self-efficacy beliefs?

Abstract

While literature supports the use of interprofessional education (IPE) and the use of simulated patient experiences for individual disciplines, there is limited literature on the use of (IPE) in a simulated patient experience to enhance self-efficacy. The purpose of this study was to determine if participation in a hospital simulation experience could change the students' self-efficacy to engage in interprofessional communication and collaboration. This single-group pre-test, post-test design study utilized student participants from the following health science programs: Occupational Therapy (38), Physical Therapy (37), and Nursing (18). The student participants assumed their designated roles as health-care practitioners collaboratively in a simulated hospital IPE session (SHIPES) while they managed patients admitted to the hospital played by live actors. The student participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) questionnaire that consists of a total score and two subscales scores (Interprofessional interaction and Interprofessional team evaluation and feedback) before and after this IPE experience. Results: significant (p<0.001) increase in the total and two subscales scores of the SEIEL indicating an increased student self-efficacy to engage in interprofessional learning after participation in the SHIPES. Increased self-efficacy is a positive indicator of future behavior and could facilitate more interprofessional collaboration in clinical settings.