Building intraprofessional partnerships between undergraduate nursing and nurse practitioner students through simulation

Abstract

Background Nurses and nurse practitioners often find themselves working together on teams, yet there is limited literature regarding intraprofessional education among these learners. Method This quasiexperimental quantitative study began with piloting a conscious sedation simulation with baccalaureate and graduate nursing students. Learners completed the Interprofessional Collaborative Competency Attainment Scale—revised (ICCAS-r) and the Simulation Effectiveness Tool—modified (SET-M). Results There was a statistically significant increase ( p < .001) in total ICCAS-r scores from pre- to postsimulation and across all items ( p < .01), most notably in students' abilities to communicate and collaborate. Participants recognized debrief as having the greatest impact on their learning. Analysis of open-ended questions revealed four themes, including collaboration and teamwork, realism, psychologically safe learning, and role clarity. Conclusion Simulation is an effective tool in fostering intraprofessional partnerships among undergraduate and graduate nursing students. Participants felt this experience improved their communication and collaboration skills and contributed to their learning. This scenario could be applied in both education and practice environments, having the capability to grow intraprofessional partnerships across multiple settings.