| Aim: The primary aim of this study was to evaluate the effectiveness of a simulation-based interprofessional education (IPE) intervention on teamwork for nursing and physical therapy students.;Methods: This study was a retrospective, descriptive, correlational secondary analysis of data from a study done in 2012 at University of Nebraska Medical Center. A convenience sample was used, including 49 physical therapy and 26 nursing students. The intervention included the TeamSTEPPSTM lectures, pre-simulation learning activities and simulation with debriefing. The Team Performance Observation Tool (TPOT) and the investigator-developed error checklist were used to measure interprofessional teamwork skills and performance.;Results: Findings showed that students demonstrated satisfactory teamwork skills and performance after the training. The mean TPOT score was 3.4 (SD=0.377), the mean number of errors was 3 (SD=2.064) and the mean sitting time (in seconds) of the manikin on the side of the bed was 171 (SD=105.6). Teams with higher TPOT scores appeared to have fewer errors (r = -0.541, p=0.006) and longer sitting time of the manikin (r = 0.725, p<0.001). Gender was found to be significantly associated with the teamwork skills (p=0.030).;Conclusions: Findings showed that students demonstrated satisfactory teamwork skills and performance after the training and revealed the significant correlations between teamwork skills and performance and between teamwork skills and gender. Given these findings, the authors suggest that future studies adopt an experimental pre-test post-test design with larger samples and evaluate the effects of simulation-based IPE with various learner populations in different educational settings. |
