Thesis
Interprofessional education using simulation-based mixed reality to change interprofessional practice for the management of the deteriorating patient
Southern Cross University
Masters by Thesis, Southern Cross University
2025
DOI:
https://doi.org/10.25918/thesis.510
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Abstract
Introduction
All healthcare professionals involved in the patient’s care have a responsibility to actively identify, escalate, and manage clinical deterioration within the acute healthcare setting. Interprofessional practice has been shown to improve outcomes for acutely deteriorating patients through timely and appropriate identification, escalation, and management of patient care. However, traditional methods of education for healthcare professionals within acute healthcare settings have not provided opportunities for disciplines to collaboratively learn together. Interprofessional education offers a means for all healthcare professionals to learn together, from, and with each other. A transformation from siloed to more collaborative healthcare education, in order to build collaborative teams and working relationships is required for effective interprofessional practice to occur in the acute healthcare setting. Innovative approaches are required to future-proof the delivery of interprofessional education across all disciplines within acute healthcare settings. Modern technology such as mixed reality avails the opportunity for healthcare professionals to join, both locally and remotely, interprofessional education simulations and interact in the same holographic scenario. The aim of this study was to evaluate interprofessional education using simulation-based mixed reality to change interprofessional practice for the management of the deteriorating patient. This study was undertaken in an acute health care setting in Australia.
Method
A longitudinal study consisting of surveys at three timepoints, pre, post, and six weeks follow-up was designed and implemented. Online learning modules, together with simulation-based immersive mixed reality technology, HoloPatient scenarios using HoloLens devices, were used to deliver an interprofessional education program to healthcare professionals (nurses, medical officers, and allied health). The scenarios consisted of authentic cases whereby the patient deteriorated and required effective management by the team to stabilise them. The theoretical framework of social constructivism underpinned the design of the interprofessional learning activities. Using Kolb’s experiential learning cycle, the project was designed to imbed mixed reality technology into the learning activities to support experiential learning, enabling healthcare professionals to learn by doing and reflect on their experience. The program was evaluated using the Kirkpatrick model to assess the level of impact and effectiveness of the education. Specifically, the Student’s Perceptions of Interprofessional Clinical Education Revised 2 (SPICE-R2) tool was used to measure healthcare professionals’ perceptions of interprofessional practice. To assess behaviour, the Jefferson Teamwork Observation Guide (JTOG) was used to assess healthcare professionals’ ongoing engagement in interprofessional practice within their workplace.
Results
A total of 41 healthcare professionals completed the educational program. Most participants were female, and the majority were nurses, with less allied health professionals, and minority of medical officers. Allied health and nurses’ overall perceptions of interprofessional practice significantly increased between pre and post educational intervention, across all SPICE-R2 subscales and was sustained at six weeks follow-up. While predominantly used to assess healthcare students, the internal reliability of the SPICE-R2 tool was calculated and Cronbach’s alpha scores of .89–.93 across all timepoints indicated strong internal reliability of this tool for use with qualified healthcare professionals. While scores on the JTOG increased for all disciplines, nurses showed a significant increase from pre-intervention to six weeks follow-up, across four JTOG subscales of roles and responsibilities, communication, values and ethics, and teamwork.
Details
- Title
- Interprofessional education using simulation-based mixed reality to change interprofessional practice for the management of the deteriorating patient
- Creators
- Deborah Newman
- Contributors
- Fiona Naumann (Supervisor) - Southern Cross UniversityChristina Aggar (Supervisor) - Southern Cross UniversityAndrew Woods (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Masters by Thesis
- Theses
- Masters by Thesis, Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- 75
- Identifiers
- 991013307628502368
- Copyright
- © Deborah Newman 2025
- Academic Unit
- Faculty of Health
- Resource Type
- Thesis