Friday, July 13, 2007
This presentation is part of : Global Initiatives in Nursing Education
A Collaborative Interdisciplinary Educational Approach Using Simulation
Patricia Dillon, DNSc, RN, Nursing, Temple University, Philadelphia, PA, USA
Learning Objective #1: identify the value of an interdiciplinary collaborative relationship.
Learning Objective #2: explore the use of simulation as an approach to enhance an interdisciplinary collaborative relationship.

The purpose of this study was to analyze students' perceptions of collaboration and to determine the usefulness of an interdisciplinary approach using simulation as an educational strategy. A pre-test/post-test design was used. A convenience sample of third year medical students and fourth year nursing students from a large urban city university completed 82 pre-tests and 40 post-tests. The Jefferson Scale of Attitudes Towards Physician-Nurse Collaboration, a 15 item Likert-type scale, was used to obtain students' perceptions on collaboration (Hojat, et al, 1999). Demographics were obtained to describe the sample. Qualitative data were obtained with open-ended questions that provided meaning to the quantitative findings. Medical and nursing students worked together as a team in a "mock code" scenario. Data were collected prior to and again after the simulation. Descriptive statistics were used to describe the demographic data of the sample. Reliabilities were established on the instrument pre and post-testing ranging from r=0.84 to 0.96. Analysis of variance (ANOVA) was used to detect differences between medical and nursing students' pre/post-test scores. Anecdotal data were examined using a quasi-statistical analysis with manifest content analysis. Nursing students had higher pre-test scores than the medical students reflecting a more positive attitude towards collaboration. There was an increase in medical students' mean post-test scores reflecting a more positive attitude towards collaboration. Statistically significant differences (p=0.05) were seen in medical students' post-test scores for two factors, collaboration and nursing autonomy. Qualitative data analysis identified common themes: communication, teamwork and patient outcomes. The nursing students' perceptions became more collaborative after the experience. Both medical and nursing students described the experience as a "wonderful learning experience," one that should be continued. Although there were limitations associated with this study, hopefully this project acts as a catalyst for further research in collaborative interdisciplinary education using simulation as an educational strategy.