Interprofessional Simulation Learning With Nursing and Pharmacy Students: A Qualitative Study

Abstract

Health science students are increasingly learning in simulated situations within their own disciplines, but interprofessional simulation learning (ISL) does not occur as often and is rarely investigated. This research explored perceptions of undergraduate nursing (n = 5) and pharmacy (n = 4) students with respect to how ISL contributed to discipline-specific learning, to learning about the other profession, and to the development of interprofessional skills. The students were exposed to three ISL activities with data gathered from observation of the simulation sessions, individual interviews, and field notes. Content analysis was conducted. Student participants described the ISL activities as a positive learning experience. They learned how their professional cultures connected and found the activities contributed to feeling pride in their chosen profession. Many stereotypical perceptions about the other profession were dissipated. The positive outcomes resulting from the ISL activities have significant implications for curriculum content development and program delivery.