Assessing Interprofessional Capabilities Among Health Professions Students Using Clinical Simulation

Abstract

Background: Interprofessional education (IPE) is an important component of preparing health professions students to be interprofessional collaborative practice ready to effectively work within the healthcare team. Limited research is available specific to interprofessional education in respiratory therapy programs. The purpose of this research was to assess respiratory therapy and other health professions students’ perceptions of their IPE capabilities before and after the completion of an interprofessional education clinical simulation.

Methods: A quasi-experimental study design with a retrospective pre- and post-test was used. Students from five different health professions programs participated in a high-fidelity clinical simulation scenario conducted at three different community colleges. The Interprofessional Collaboration Competency Attainment Survey (ICCAS) was used to self-report change in interprofessional competency among participating students. The ICCAS measures communication, collaboration, roles and responsibilities, patient-centered care, and conflict management.

Results: A total of 121 students from five different health professions programs at three different community colleges participated in the study. A repeated measures ANOVA was performed to compare the effect of an IPE clinical simulation on ICCAS scores. Students’ perceptions of IPE competency significantly improved following the simulation experience, F(1, 116) = 173.848, P = < .001, n² = .59.

Conclusions: Interprofessional education using clinical simulation increased student perceptions of interprofessional collaborative competency and should be considered an important component of health professions programs to prepare collaborative practice ready health professionals.