Nursing and medical students’ views before and after participation in a simulated ward-based interprofessional learning activity: An exploratory study

Background: The complex nature of delivering healthcare requires teamwork within and between disciplines. None as important is teamwork between registered nurses and junior doctors. Understanding each other perspectives, practices and purpose offers the prospect of improved patient care. Opportunities for undergraduate interprofessional education allows the exchange of discipline specific knowledge to inform practice. Aim: To explore the views and attitudes of nursing and medical students before and after participation in a simulated ward-based interprofessional activity. Method: Final semester nursing and medical students from different universities were invited to record their views and attitudes before and after participation in an interprofessional simulated ward-based learning activity. A comparison of pretest, post-test scores obtained from the revised Readiness for Interprofessional Learning Scale was undertaken. Content analysis was used to explore post-test responses to open-ended questions. Results: Matched comparisons of 205 pre and post-test responses showed nursing and medical students’ subscale scores for positive professional identity increased significantly (p = .02 vs. p < .001) reflecting a change in views and attitudes post simulated ward-based interprofessional activity. Conclusions: Interprofessional simulated ward-based activities allow opportunities for learning and collaboration in preparation for professional practice outside real-world settings.