Exploring Interprofessional Education through a High-Fidelity Human Patient Simulation Scenario: A Mixed Methods Study

High-fidelity human patient simulation has emerged as a valuable medium to reinforce educational content within programs of nursing. As simulation learning experiences have been identified as augmenting both didactic lecture content and clinical learning, these experiences have expanded to incorporate interprofessional education. Review of literature demonstrates research is necessary to support how interprofessional education can impact learning and how high-fidelity human patient simulation can be utilized as a mechanism to promote learning in an interprofessional manner. The purpose of this mixed methods study was to explore pre-licensure health professions students' perceptions of high-fidelity human patient simulation as a teaching modality for the promotion of interprofessional collaboration. A mixed methods convergent parallel design was utilized. Quantitative data focused on the readiness for interprofessional learning and collaboration among study participants after an interprofessional education focused high-fidelity learning experience. Qualitative data focused on perceptions of the student participants of an interprofessional learning experience. A total sample of 53 pre-licensure health professions students enrolled in nursing, respiratory therapy, health administration, and physical therapy programs of study at a college of health professions in southeast Georgia was recruited. Demographic data were analyzed. Quantitative data collected from study instruments were analyzed with descriptive statistics and non-parametric statistics. Qualitative data collected via a focus group interview were explored using hermeneutic phenomenology and the analysis process recommended by Creswell (2013). Results demonstrated an increase in readiness to learn and statistically significant differences in collaboration among the four different pre-licensure health professions student groups after participation in a high-fidelity human patient simulation learning experience. Pre-licensure nursing and health administration students reported greater collaboration than physical therapy students. Three themes of exposure to environmental learning, acquisition of interactional relationships, and presence of chronology in role preparation emerged from the qualitative data. Convergence of the quantitative and qualitative data was identified. Findings support the use of high-fidelity human patient simulation as a teaching modality for the promotion of interprofessional education. Future research recommendations include continued exploration simulation for interprofessional collaboration, student perception of roles during interprofessional education, and student preparation for interprofessional collaboration with high-fidelity human patient simulation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]