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Simulation-based interprofessional education within acute ward teams to improve the management of the deteriorating patient
 

Simulation-based interprofessional education within acute ward teams to improve the management of the deteriorating patient

Deb Newman, Andrew Woods, Christina Aggar, Karen Bowen, Golam Sorwar, David Clark Fiona Naumann
Journal of interprofessional care, Vol.40(2), pp.301-309
2026
: https://doi.org/10.1080/13561820.2025.2609070
: 41457876
 
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research.portal.fulldisplay.sdgs.intro

#3 Good Health and Well-Being
#4 Quality Education

research.portal.fulldisplay.sdgs.source

mixed reality teamwork deteriorating patient interprofessional practice competencies Acute care setting healthcare professionals simulation-based interprofessional education
Safe management of deteriorating patients requires the specialty skills of multiple disciplinesworking together, otherwise known as interprofessional practice. Teamwork and interprofessionalpractice competencies are necessary for interprofessional practice, yet acute care settings continueto primarily offer siloed discipline-specific continuing education. Simulation-based interprofessionaleducation provides healthcare professionals with the opportunity to engage in interprofessionalpractice, build relationships within the team, and improve communication and teamwork skillsacross multidisciplinary teams. A pre–posttest study was designed using the Jefferson TeamworkObservation Guide to evaluate the effectiveness of simulation-based interprofessional education onteamwork functionality. Healthcare professionals’ observations of interprofessional practice compe-tencies were measured pre- and post-immersive mixed reality deteriorating patient scenarios.Nurses, allied health, and medical officers working in four wards within an acute healthcare settingwere invited to participate in the study. From 124 participants, data analysis of 52 post-intervention,matched pairs revealed a statistically significant increase in the overall JTOG score at post-intervention (p = < .001), with a moderate effect size (d = .37). Median scores showed an increasefrom pre- to post-intervention for all disciplines; however, statistically significant increase in theoverall Jefferson Teamwork Observation Guide score (p = .001) was only found for the discipline ofnursing. Statistically significant increases were also found for the nursing discipline across foursubscales: roles and responsibilities (p = .013), communication (p = < .001), values and ethics(p = < .001), and teamwork (p = .004), with moderate effect sizes. The results from this study provideevidence that an interprofessional education program using immersive mixed reality technologycan positively influence nurses’ interprofessional practice competencies to identify, escalate, andmanage the deteriorating patient. Further research is required to explore the impact on alliedhealth and improve engagement with medical officers.
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