Exploring the feasibility and effectiveness of an interprofessional healthcare simulation course project

Vaughn, Jacqueline; Sellon, Alicia M.; Dubois, Clémence; Huelskamp, Amelia; Smith, Andrea; Killam, Laura; Waddill, Colette; Reel, Justine J.

doi:10.1016/j.teln.2023.05.012

Cited by 2 publications

(5 citation statements)

References 18 publications

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“…As with the pilot studies, 19,20 this study reinforces the potential value of cocreating healthcare simulations with students. However, cocreation of simulations must be introduced carefully and thoughtfully.…”

Section: Discussionsupporting

confidence: 61%

“…Learner-educator simulation cocreation has been piloted in healthcare courses 19,20 . MacKenzie et al 19 identified through a pilot study that cocreation of in-person simulations between educators and 8 occupational therapy Master's students enabled self-directed learning, learner insight, and improved understanding.…”

mentioning

confidence: 99%

“…MacKenzie et al 19 identified through a pilot study that cocreation of in-person simulations between educators and 8 occupational therapy Master's students enabled self-directed learning, learner insight, and improved understanding. Another pilot study involving 4 students from different healthcare disciplines concluded that virtual simulation cocreation is a feasible and effective way to approach interprofessional learning during a course 20 . Students felt that cocreation provided unique, beneficial, and helpful preparation for their future careers 20 …”

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confidence: 99%

“…Another pilot study involving 4 students from different healthcare disciplines concluded that virtual simulation cocreation is a feasible and effective way to approach interprofessional learning during a course 20 . Students felt that cocreation provided unique, beneficial, and helpful preparation for their future careers 20 …”

mentioning

confidence: 99%

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Healthcare Students' Experiences of Learner-Educator Cocreation of Virtual Simulations

Killam,

Åkerlind,

Lock

et al. 2024

Sim Healthcare

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Introduction Cocreating virtual simulations with learners during a course is an innovative approach to improving student preparation for real-world practice while helping simulationists meet learner needs, support authentic assessment, and maximize the impact of simulation-based learning. This study explores differences in healthcare students' experiences of learner-educator cocreation of virtual simulations (LECoVSs) using phenomenographic methods. Identifying differences in perceptions of LECoVSs enables educators to make evidence-informed decisions about engaging in simulation cocreation as a tool to maximize learning. Methods Phenomenography focuses on identifying different ways that participants can experience the same phenomenon, in this case, LECoVSs. The setting was a collaborative interprofessional simulation assignment between navigation and nursing students. Participants completed a demographic survey then submitted reflective journals completed during the course and/or an open-ended survey. Data analysis occurred in iterative stages, from familiarization with the data to grouping and interpreting themes. Results Nineteen open-ended surveys and 13 reflective journals from navigation and nursing students who completed the simulation assignment between 2021 and 2023 were analyzed. Students experienced LECoVSs in 4 increasingly complex ways: (1) supporting consistent student progress, (2) amending course expectations, (3) sharing decision-making, and (4) fostering mutual growth. Conclusions Simulationists may leverage cocreation to improve student learning, access, empowerment, and professional growth. However, for students to achieve higher learning outcomes, educators need to clearly communicate the full potential of cocreation, how it can occur, and why it can support learning. This study's findings may be used as a framework for explaining simulation cocreation to students to maximize their learning.

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Section: Discussionsupporting

confidence: 61%

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confidence: 99%

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confidence: 99%

mentioning

confidence: 99%

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Healthcare Students' Experiences of Learner-Educator Cocreation of Virtual Simulations

Killam,

Åkerlind,

Lock

et al. 2024

Sim Healthcare

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“…IPE and collaboration are essential to enhancing patient safety and delivering high-quality care [4,5]. Few would argue against the notion that IPE and collaboration should be intentional elements in health care curricula to prepare students for future roles on multidisciplinary teams [5][6][7]. But when should IPE begin?…”

Section: When Should Ipe Begin?mentioning

confidence: 99%

Interprofessional Education at the University Level: Evidence, Models, and Future Directions

McCullough,

Powers,

Watts-Isley

et al. 2024

North Carolina Medical Journal

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Exploring the feasibility and effectiveness of an interprofessional healthcare simulation course project

Cited by 2 publications

References 18 publications

Healthcare Students' Experiences of Learner-Educator Cocreation of Virtual Simulations

Healthcare Students' Experiences of Learner-Educator Cocreation of Virtual Simulations

Interprofessional Education at the University Level: Evidence, Models, and Future Directions

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