Abstract
Background: Mixed simulations-based interprofessional education provides opportunities for students of different majors to cooperate in simulated clinical scenarios. The purpose in this study was to investigate whether interprofessional mixed simulations may be helpful in teaching.
Methods: A quasi-experimental design with assessments conducted before and after the activity. 46 students were devided into 6 groups. Each group of students studied according to the mixed simulation sequence of case-based learning-virtual simulation-high-fidelity simulation. Effects were measured based on the Student Satisfaction and Self-Confidence in Learning Scale, Nurses Clinical Reasoning Scale, Chinese version of Assessment of Interprofessional Team Collaboration in Student Learning Scale, and Instructional Test Questionnaire before and after mixed simulations-based interprofessional education. The Wilcoxon test was used for statistical analysis, and α=0.05 revealed statistical significance.
Results: Significant improvements were shown in pre-and post-test total scores on the theory test, learning satisfaction, self-confidence, clinical reasoning ability, and mean item scores on overall interprofessional collaboration.
Conclusions: Mixed simulations-based interprofessional education may improve the clinical reasoning ability, interprofessional cooperation ability, learning satisfaction, and self-confidence of students.