Using simulation-based interprofessional education to change attitudes towards collaboration among higher specialty trainee physicians and registered nurses: a mixed methods pilot study.

PILOT projects; RESEARCH; NURSES' attitudes; FOCUS groups; NURSE-physician relationships; RESEARCH methodology; SIMULATION methods in education; PHYSICIANS' attitudes; INTERVIEWING; PRE-tests & post-tests; COMPARATIVE studies; INTERPROFESSIONAL relations; NURSES; QUESTIONNAIRES; DESCRIPTIVE statistics; RESEARCH funding; INTERDISCIPLINARY education; EMPIRICAL research

Interprofessional collaboration (IPC) is important for delivering safe patient care and can be enhanced through interprofessional education (IPE). In postgraduate medical education, the most effective model for delivering IPE remains unclear. A multi-site non-randomized mixed methods study was undertaken to investigate the effectiveness of a simulation-based IPE (SB-IPE) intervention on changing attitudes among higher specialty trainee (HST) physicians in general internal medicine and registered nurses (RNs). The intervention, underpinned by intergroup contact theory, is comprised of paired participants (HSTs:RNs) undertaking six simulated scenarios. The Jefferson Scale of Attitudes toward Interprofessional Collaboration (JeffSATIC) was administered pre-and-post intervention. Focus groups were conducted to explore participants' perceptions of IPC and the SB-IPE intervention. Fifty-six participants attended the SB-IPE intervention and 37 completed focus group interviews. Overall, attitudes toward IPC changed positively (p <.001), with greater change among HSTs (p =.001) compared to RNs (p =.12). Attitudes to "working relationships" significantly increased for HSTs (p <.001) but not RNs (p =.047). Focus group analysis identified three processes by which SB-IPE led to attitudinal change: 1) Shared vulnerability, 2) Positive affirmation, and 3) Negotiating professional hierarchies, mainly through relationship building. Further research is needed to investigate the long-term impact of attitudinal change, including the extent to which benefits transfer into practice. [ABSTRACT FROM AUTHOR]

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