Simulation as a means to foster collaborative interdisciplinary education.
The purpose of this study was multifaceted: to initiate an interdisciplinary collaborative relationship between nursing and medical students; to determine the usefulness of an interdisciplinary approach using simulations as an educational strategy; and to analyze students' perceptions of collaboration. A pre/posttest design was used to assess students' perceptions of interdisciplinary collaboration with a mock code experience using a high-fidelity simulator. Open-ended questions provided another perspective of interdisciplinary collaboration. A convenience sample of fourth-year nursing students and third-year medical students from a large urban university participated in the study. Statistically significant differences (p < 0.05) were seen in medical students' posttest scores for two factors, collaboration and nursing autonomy. The narrative responses revealed that nursing students' perceptions of the nurse-physician relationship became more collaborative after the simulation experience. Both medical and nursing students described the experience as one that should be continued.
Dillon
Patricia M
PM
Temple University College of Health Professions, Philadelphia, PA, USA. pmd@temple.edu
Noble
Kim A
KA
Kaplan
Lawrence
L
D000328:Adult; D000704:Analysis of Variance; D004504:Education, Medical, Undergraduate; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D008297:Male; D008348:Manikins; D024802:Nurse's Role; D019555:Physician-Nurse Relations; D015397:Program Evaluation; D013663:Teaching / Q000379:methods*; D014481:United States