Abstract

High-fidelity human patient simulation has emerged as a valuable medium to reinforce educational content within programs of nursing. As simulation learning experiences have been identified as augmenting both didactic lecture content and clinical learning, these experiences have expanded to incorporate interprofessional education. Review of literature demonstrates research is necessary to support how interprofessional education can impact learning and how high-fidelity human patient simulation can be utilized as a mechanism to promote learning in an interprofessional manner. The purpose of this mixed methods study was to explore pre-licensure health professions students' perceptions of high-fidelity human patient simulation as a teaching modality for the promotion of interprofessional collaboration. A mixed methods convergent parallel design was utilized. Quantitative data focused on the readiness for interprofessional learning and collaboration among study participants after an interprofessional education focused high-fidelity learning experience. Qualitative data focused on perceptions of the student participants of an interprofessional learning experience.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3569841; ProQuest document ID: 1356858072. The author still retains copyright.

Author Details

Kelly L. Rossler, PhD, RN, CHSE, CNE

Sigma Membership

Eta Gamma

Lead Author Affiliation

Baylor University, Dallas, Texas, USA

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Other

Research Approach

Mixed/Multi Method Research

Keywords:

High-Fidelity Simulation, Human Patient Simulation, Interprofessional Education

Advisor

Tanya Sudia

Second Advisor

Laura P. Kimble

Third Advisor

Lisa Broussard

Degree

PhD

Degree Grantor

Mercer University

Degree Year

2013

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

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