Utilizing simulation-enhanced interprofessional education to identify differences in healthcare students' collaborative practice behaviors: A mixed method study.

Background: Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students could improve healthcare for underserved populations.

Objective: This study explained the impact of Simulation Enhanced Interprofessional Education (SIM-IPE) on healthcare students' self-reported CPBs and their perceptions of utilizing CPBs when caring for underserved populations, as well as the differences among professions within interprofessional teams.

Methods: Mixed methods explanatory design. Methods: Sixty-Eight doctorate of nurse practitioner, dental and pharmacy students from a large research-intensive university in the United States. Methods: The Interprofessional Education Collaborative Competency Self Efficacy Tool (IPECC-SET27) was used to collect quantitative data. Qualitative data was collected through recorded simulation debriefing sessions. One hundred and thirty-six quantitative surveys were collected, and 214 qualitative responses were reviewed from the 48 simulations and recorded debriefing sessions. Paired t-tests and directed content analysis were used to infer the quantitative and qualitative impact of SIM-IPE on all students in an interprofessional team and differences among each profession.

Results: After SIM-IPE, all students showed statistically significant increases in mean CPB scores for all 27 items (ρ < 0.0001) for IPECC-SET 27. Students perceived their CPBs when caring for underserved individuals improved most in Teams and Teamwork item one (48 %, n = 103). Comparing individual professions and CPB skills; Values and ethics (14 %, n = 8) for pharmacy, roles, and RESPONSIBILITIES (28 %, n = 24) and Communication (32 % n = 27) for dentistry, and teams and teamwork (61 % n = 43) for nurse practitioner had the greatest impact and were most frequently reported.

Conclusions: Significantly increased mean scores in competence for CPBs was demonstrated. CPB differences were evident among professions. Educators must understand professional CPB differences and develop SIM - IPE that promotes development of collaborative practice-ready healthcare professionals.