The Effect of Collaborative Patient Simulation in Health Education Students: A Critically Appraised Topic
Effect of Collaborative Patient Simulation

Keywords

Interprofessional education
Collaborative practice
clinical education

How to Cite

Mansell, J., Russ, A., Tierney, R., & Melick, A. (2024). The Effect of Collaborative Patient Simulation in Health Education Students: A Critically Appraised Topic . CommonHealth, 5(1), 09–15. Retrieved from https://tuljournals.temple.edu/index.php/commonhealth/article/view/708

Abstract

Context: Patient simulations are one pedagogical strategy that educators use to prepare students for interprofessional practice. Students must work in multidisciplinary teams to enhance patient care. Objective: What is the efficacy of collaborative patient simulation for increasing Students’ Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) scores in health education students? Data Sources: A search of PubMed and CINAHL was conducted in June of 2023 using the Boolean phrases: interprofessional education, interprofessional education AND athletic training, interdisciplinary AND healthcare education, interprofessional education AND simulation training AND SPICE-R. Study Selection: Studies were included if they were conducted in the last 5 years, with 2 or more undergraduate or graduate health professional student groups engaged in an interprofessional activity and using the SPICE-R. Studies were excluded if the IPE simulation was performed electronically or passively and if numerical data was not provided. Data Extraction: The SPICE-R is a 10- item self-report that measures interprofessional teamwork and team-based practice, roles and responsibilities for collaborative practice, and patient outcomes from collaborative practice. The outcome measure of interest was the change in SPICE-R scores between pre and post-IPE activity. Data Synthesis: The search yielded 121 articles, and 3 were selected for inclusion after reviewing for eligibility. Active interprofessional learning activities increased students’ perceptions of interprofessional clinical education measured by the SPICE-R. Carmack et al., used a diabetes escape room with nursing and athletic training students. Post-test SPICE-R scores increased significantly across all subscales. Morell et al., utilized a variety of active learning opportunities from students in at least seven health care profession programs, including athletic training. Post-test SPICE-R scores increased significantly across all subscales (p < .001). Fusco et al., used a hospital-based high-fidelity simulation with nursing and pharmacy students. Scores for all 10 questions significantly increased in pharmacy students and for 9/10 in nursing students.  Conclusions: Active simulation activities yielded statistically significant increases in all scale dimensions, including roles and responsibilities, team-based practice, and patient outcomes. SORT B Clinical Implications: Simulation is a valuable educational tool to enhance interprofessional clinical education and collaboration.  

Effect of Collaborative Patient Simulation