Changes in the self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students participating in a simulated patient simulation

Abstract

Background

This study aimed to examine changes in self-efficacy and communication of nursing, occupational therapy, and speech-language pathology students through participation in an interprofessional patient simulation. Methods: Twenty-two occupational therapy graduate students, 16 speech-language-pathology graduate students, and 25 undergraduate nursing students participated. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SE-12), the Interprofessional Collaboration Scale (ICS) pre and post simulation, and an open-ended post-simulation questionnaire on self-perceived stress levels.

Results

Each discipline group demonstrated significant changes in perceived self-efficacy (p < .001) and communication (p < .001). Analysis of the open-ended questions revealed a consistent pattern in reducing stress levels from before the simulation to the post-simulation assessment.

Conclusion

Incorporating interprofessional patient simulation experiences into pre-professional health programs significantly enhances interprofessional communication skills and self-efficacy and reduces self-reported stress, serving as a valuable tool for preparing students to collaborate effectively in interdisciplinary teams to provide high-quality patient care.