Simulación interprofesional en estudiantes de ciencias de la salud

Background and objective

Interprofessional education allows improving communication and acquiring interprofessional competencies for better patient care. The aim of the present study was to analyze such changes in the class group, and before-after participating in an undergraduate subject based on interprofessional simulation.

Methodology

Descriptive cross-sectional study in first year students of the nursing degree and second year students of the medical degree before participating in the interprofessional simulation elective subject in the subsequent academic year. A prospective before and after study was conducted with 12 students of the nursing degree and 12 medical students who received such training. The Interprofessional Socialization and Values Scale was used to assess attitudes and beliefs toward collaborative education and socialization in the professional group. Differences between grades were analyzed with the Mann-Whitney U test and between the two phases with the Friedman test for paired data.

Results

Overall, nursing students showed better pre-simulation role knowledge than medical students. In the pre-simulation cut-off, interprofessional simulation students scored low on the ISVS scale items related to the use of common language, role knowledge and shared decision making. In the post-simulation cut-off they scored significantly higher on all items of the scale (p < 0.001).

Conclusions

Interprofessional simulation-based education is optimal for developing interprofessional socialization between nursing and medical students in the context of an elective subject with students from both grades. It enables training of one's own role and knowledge of the role of the other members, improving communication and teamwork.