Leona Robertson & Phillipa Seaton

1303 – Optimising learning in interprofessional simulation programmes and sustaining simulation-based education into the future

The presentation will highlight aspects of interprofessional simulation that optimise learning and provide a positive foundation for building simulation expertise within, and across, health care disciplines into the future.

Quality healthcare is vital as this impacts on patient mortality, morbidity and health service economy. The World Health Organisation (WHO, 2010) acknowledges that collaborative interprofessional education contributes to quality care. Simulation-based education can enhance individual and team performance and is associated with safety and quality in healthcare. As educators, we must understand the elements which contribute to learning that will transfer to, and improve clinical practice. An integrative literature review explored what influenced learning opportunities in interprofessional simulated trauma scenarios. Fourteen articles were included in the review and data were synthesised utilising a thematic analysis (Braun & Clarke, 2006). Whilst the review focussed on trauma team training, the findings may be transferable to other specialties.

Four main themes were identified:

  1. The utilisation of teaching and learning strategies;
  2. Preparing and focussing learners;
  3. Specific elements which contribute to effective scenario design;
  4. Utilising both specialty and team work knowledge and tools.

Investment must be made in providing resources and preparing interprofessional teaching teams to ensure simulation programmes are robust and follow evidence-based educational practice for optimal learning.

Key words: interprofessional; simulation; learning; education; scenarios.