The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature

To identify how simulation and interprofessional learning are used together in undergraduate nursing programs and undertaken in schools of nursing to address interprofessional communication and collaboration. An integrative literature review. The databases CINAHL, ProQuest, PubMed, Scopus, PsycInfo...

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Bibliographic Details
Published in:Nurse education today 2018-03, Vol.62, p.118-127
Main Authors: Granheim, Benedikte M., Shaw, Julie M., Mansah, Martha
Format: Article
Language:English
Subjects:
Education
Educational Development
Educational technology
Interagency collaboration
Interdisciplinary aspects
Interprofessional education
Interprofessional learning
Learning
Literature review
Literature reviews
Medical education
Medical students
Nursing
Nursing education
Nursing schools
Simulation
Student Experience
Teaching
Teaching Methods
Teamwork
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Summary:To identify how simulation and interprofessional learning are used together in undergraduate nursing programs and undertaken in schools of nursing to address interprofessional communication and collaboration. An integrative literature review. The databases CINAHL, ProQuest, PubMed, Scopus, PsycInfo and Science Direct were searched to identify articles from 2006 to 2016 that reported on the use of IPL and simulation together in undergraduate nursing education. Whittemore and Knafl's five step process was used to guide the integrative review of quantitative and qualitative literature. Only peer reviewed articles written in English that addressed undergraduate nursing studies, were included in the review. Articles that did not aim to improve communication and collaboration were excluded. All articles selected were examined to determine their contribution to interprofessional learning and simulation in undergraduate nursing knowledge. The faculties of nursing used interprofessional learning and simulation in undergraduate nursing programs that in some cases were connected to a specific course. A total of nine articles, eight research papers and one narrative report, that focused on collaboration and communication were selected for this review. Studies predominantly used nursing and medical student participants. None of the included studies identified prior student experience with interprofessional learning and simulation. Four key themes were identified: communication, collaboration/teamwork, learning in practice and understanding of roles, and communication. This review highlights the identified research relating to the combined teaching strategy of interprofessional learning and simulation that addressed communication and collaboration in undergraduate nursing programs. Further research into the implementation of interprofessional learning and simulation may benefit the emergent challenges. Information drawn from this review can be used in informing education and educational development in the future. •IPL and simulation are undertaken in schools of nursing to develop communication and collaboration amongst health students•Implementation of the combined IPL and simulation teaching strategy varies•Currently students lack experience in combined interprofessional and simulation activities•Implementation of combined interprofessional and simulation activities can be challenging
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2017.12.021