• Sok Ying Liaw, Wen Tao Zhou, Tang Ching Lau, Chiang Siau, and Sally Wai-Chi Chan.
• Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore; Centre for Healthcare Simulation, National University of Singapore, Singapore; National University of Health Care System, Singapore. Electronic address: nurliaw@nus.edu.sg.
• Nurse Educ Today. 2014 Feb 1; 34 (2): 259-64.

BackgroundCommunication and teamwork between doctors and nurses are critical for optimal patient care. Simulation and interprofessional team learning are emerging as significant learning strategies to promote teamwork and communication between different health professionals.AimThe aim of the study is to describe the development, implementation and evaluation of a simulation-based interprofessional educational (Sim-IPE) program, using a presage-process-product (3P) model, for improving medical and nursing students' communication skills in caring of a patient with physiological deterioration.MethodThe program was conducted using full-scale simulation and communication strategies adapted from Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS). 127 medical and nursing students participated in a 3-hour small group interprofessional learning that incorporated simulation scenarios of deteriorating patients. Pre and post-tests were conducted to assess the students' self-confidence in interprofessional communication and perception in interprofessional learning. After the training, the students completed a satisfaction questionnaire.ResultsBoth medicine and nursing groups demonstrated a significant improvement on post-test score from pre-test score for self-confidence (p<.0001) and perception (p<.0001) with no significant differences detected between the two groups. The participants were highly satisfied with their simulation learning.ConclusionThe Sim-IPE has better prepared the medical and nursing students in communicating with one another in providing safe care for deteriorating patient. In addition, it has improved their perception towards interprofessional learning. This pre-registration interprofessional education could prepare them for more comprehensive interprofessional team learning at post-registration level.Copyright © 2014 Elsevier Ltd. All rights reserved.

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