Mobility Simulation: An IPL Opportunity 4349

Objectives

To evaluate the impact of interprofessional simulation on student perception of interprofessional collaborative competencies.

Design

The interprofessional simulation learning activity took place. The recruitment script/consent was read. They had access to a QR code link to the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) through Microsoft Forms available on the SVSU OneDrive. Participants were asked to identify their professional program of study (Nursing or Occupational Therapy). No other demographic information was collected. The tool selected was the Interprofessional Collaborative Competency Attainment Scale (ICCAS). The ICCAS was developed by MacDonald, C., Archibald, D., Trumpower, D., Casimiro, L., Cragg, B., & Jelly, W. (2010). The ICCAS is a 20 item retrospective pre/post designed self-assessment. Participants complete the tool only once at the conclusion of the simulation event. All items are positively worded and the participant is asked to rate their ability before and after activity with a score from 1 (strongly disagree) to 7 (strongly agree). The University of Ottawa's methodology for administering the ICCAS was used. Data were analyzed using SPSS. Paired t tests were performed on presimulation and postsimulation responses for each item of the ICCAS to evaluate perceived changes to interprofessional competencies.

Setting

This study was conducted at a public university in the United States.

Participants

Thirty-nine nursing students and 32 occupational therapy students completed the ICCAS tool after the simulation activity.

Interventions

The 3 simulations were designed using Society for Simulation in Healthcare best practices guidelines. Nursing and Occupational Therapy faulty had equal voice in planning and setting the objectives for the simulations. Objectives were reviewed with all participants. Participants were given presimulation information. Participants had time to ask questions and permission to step out of the simulation activity if they became stressed. Participants rotated to all 3 simulations, a newborn with a 100% brachial plexus injury, a 65-year-old ventilator dependent patient, and a home care patient with posttraumatic stress disorder. Participants participated in debriefing after each simulation activity.

Main Outcome Measures

The outcome of the study was to evaluate the effectiveness of an interprofessional simulation to improve student interprofessional collaboration and teamwork.

Results

Using the ICCAS data, all 20 mean post simulation item scores were greater than preprogram counterparts. All students and each preprofessional group reported improved levels of interprofessional collaborative competence.

Conclusions

Results support that simulation can impact students’ perceived level of collaborative competencies. The study adds to the body of knowledge that regular exposure to IPE during prelicensure programs may help embed collaborative practice as an integral part of health professionals’ practice.

Disclosures

none.