Blending of virtual reality with high-fidelity simulation for interprofessional team training: A mixed methods study

Abstract

Background

Developing interprofessional competencies at the pre-registration level is essential for preparing a collaborative practice-ready workforce committed to patient-centered care and safety.

Aim

(1) To evaluate the impact of a Blended Learning Approach with Simulation-based TeamSTEPPS® (BLAST) training on nursing and medical students' attitudes, knowledge, and perceived confidence in interprofessional collaboration, and (2) to explore the learning experiences of students and teaching experiences of simulation facilitators.

Design

Mixed-methods design using a one-group pretest-posttest design and focus group discussions.

Setting

A public tertiary university in Singapore.

Methods

Final year nursing and medical students participated in the BLAST training, which delivered the TeamSTEPPS® training using multi-user virtual reality simulation followed by high-fidelity simulation. Pre- and post-tests assessed students' understanding of TeamSTEPPS® key concepts and tools, as well as their attitudes and perceived confidence in interprofessional teamwork. Nine focus group discussions were conducted with students and simulation facilitators. Quantitative and qualitative data were triangulated.

Results

Students demonstrated statistically significant improvements in their understanding of TeamSTEPPS® key concepts, overall attitudes towards interprofessional teamwork, and perceived value of interprofessional training. The virtual reality simulation was reported to improve students' confidence in participating the high-fidelity simulation. Three themes emerged from the focus group discussions: (1) synergy of interprofessional learning, (2) blended simulation as a learning scaffold, and (3) operationalizing blended simulation. The triangulated data revealed that the integration of virtual reality simulation followed by in-person simulation was a promising pedagogical approach for interprofessional training.

Conclusion

This study supports the use of a blended simulation-based learning approach for interprofessional team training, highlighting the benefits of scaffolded learning in enhancing knowledge, collaboration, and communication skills among nursing and medical students. The findings point to the need for innovative approaches to enable sustainable and scalable interprofessional team training.