Objective: The purpose of the research was to describe nursing and medical staff's knowledge of simulated learning and their experiences of the usefulness of simulation education in one hospital district in Finland. The research aimed at producing user-oriented knowledge to be used in the development of multiprofessional simulation pedagogical continuing education. The study is part of a larger research project, whose purpose is to build up a multiprofessional simulated learning environment for a network of partners. They involve a university of applied sciences, a vocational education center, a health technology development center and a hospital district. Methods: Data were collected using a Web-based survey tool between December 1, 2016 and January 13, 2017. The questionnaire contained both quantitative (n = 24) and qualitative (n = 3) items. This article deals with quantitative data only. Data was analyzed using SPSS Statistics for Windows 23. The response rate was 28% (n = 125). Results: Both nursing and medical staff found that simulation education had been useful for the development of their theoretical and practical competence. Some statistically significant differences were discovered between various age and professional groups. Conclusions: As a conclusion, nursing and medical staff in this hospital district need more information about simulation education and simulated learning environments. The knowledge produced in this study can be used in planning multiprofessional simulation pedagogical continuing education. Simulation pedagogy can be especially useful when practicing teamwork and interaction in acute, recurring and infrequent care situations.

Objective: To describe how nurse students specializing in acute nursing care and practical nurse students specializing in emergency care experienced a joint simulation education program and the usefulness of simulation education in general. Methods: Data were collected using a questionnaire from nurse and practical nurse students (N = 21), who had together undertaken a multiprofessional simulation-based course. Quantitative data was analyzed using statistical methods, whereas inductive content analysis was conducted to analyze qualitative data. Results: Respondents found simulation education useful for the development of theoretical and practical skills and interaction skills. Shared competence was appreciated. It consisted of sharing one's knowledge, learning from others, learning together and learning teamwork skills. Respondents regarded multiprofessional simulation education as an effective method in learning how to deal with acute, recurrent or infrequent situations. Simulated learning also provided respondents with explicit experience of multiprofessional collaboration in emergency care and facilitated their learning of collegiality with help of constructive feedback. Conclusions: Simulation education can promote nursing students' technical and non-technical skills and help students form a clearer perception of multiprofessional collaboration. Careful planning and timing of joint simulated learning sessions is recommended.

Purpose: The paper describes staff’s self-rated theoretical, practical and interaction competence in 20 social and healthcare companies. The study draws from a research and development project run jointly by two educational institutions and a health technology development center. The results can be used to develop the content of a multiprofessional simulation coaching intervention.Data and methods: Data were collected in the autumn of 2017 using an online survey software. The quantitative data were analyzed using the SPSS for Windows version 23 and the qualitative data using inductive content analysis. The response rate was 96% (n = 125). This article presents the quantitative results.Results: Respondents found that they were competent in interaction, in identifying their clients’ needs, in attending to client safety and in supporting clients’ psychosocial and physical function. Their ratings were lower for issues pertaining to severe disability, for encountering aggressive behavior and for some aspects of digitalization.Conclusions: The most important development needs involved making better use of digital tools and remote counseling, enhancing information technology competence and learning to encounter aggressive behavior.