Assessing the Impact of High Fidelity Human Patient Simulation on Teamwork among Nursing, Medicine and Pharmacy Undergraduate Students
Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32794
Assessing the Impact of High Fidelity Human Patient Simulation on Teamwork among Nursing, Medicine and Pharmacy Undergraduate Students

Authors: S. MacDonald, A. Manuel, R. Law, N. Bandruak, A. Dubrowski, V. Curran, J. Smith-Young, K. Simmons, A. Warren


High fidelity human patient simulation has been used for many years by health sciences education programs to foster critical thinking, engage learners, improve confidence, improve communication, and enhance psychomotor skills. Unfortunately, there is a paucity of research on the use of high fidelity human patient simulation to foster teamwork among nursing, medicine and pharmacy undergraduate students. This study compared the impact of high fidelity and low fidelity simulation education on teamwork among nursing, medicine and pharmacy students. For the purpose of this study, two innovative teaching scenarios were developed based on the care of an adult patient experiencing acute anaphylaxis: one high fidelity using a human patient simulator and one low fidelity using case based discussions. A within subjects, pretest-posttest, repeated measures design was used with two-treatment levels and random assignment of individual subjects to teams of two or more professions. A convenience sample of twenty-four (n=24) undergraduate students participated, including: nursing (n=11), medicine (n=9), and pharmacy (n=4). The Interprofessional Teamwork Questionnaire was used to assess for changes in students’ perception of their functionality within the team, importance of interprofessional collaboration, comprehension of roles, and confidence in communication and collaboration. Student satisfaction was also assessed. Students reported significant improvements in their understanding of the importance of interprofessional teamwork and of the roles of nursing and medicine on the team after participation in both the high fidelity and the low fidelity simulation. However, only participants in the high fidelity simulation reported a significant improvement in their ability to function effectively as a member of the team. All students reported that both simulations were a meaningful learning experience and all students would recommend both experiences to other students. These findings suggest there is merit in both high fidelity and low fidelity simulation as a teaching and learning approach to foster teamwork among undergraduate nursing, medicine and pharmacy students. However, participation in high fidelity simulation may provide a more realistic opportunity to practice and function as an effective member of the interprofessional health care team.

Keywords: Acute anaphylaxis, high fidelity human patient simulation, low fidelity simulation, interprofessional education.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 876


[1] Donoghue, A., & Nishisaki, A. (2015). High-fidelity in simulation education: Only a part of the answer. Resuscitation, 93A3-4. doi:10.1016/j.resuscitation.2015.05.004.
[2] Robertson, J., & Bandali, K. (2008). Bridging the gap: enhancing interprofessional education using simulation. Journal Of Interprofessional Care, 22(5), 499-508 10p.
[3] Smithburger, P. L., Kane-Gill, S. L., Kloet, M. A., Lohr, B., & Seybert, A. L. (2013). Advancing interprofessional education through the use of high fidelity human patient simulators. Pharmacy Practice (18863655), 11(2), 61-65.
[4] Curran, V., Mugford, J., Law, R., & MacDonald, S. (2005). Influence of an interprofessional HIV/AIDS education program on role perception, attitudes and teamwork skills of undergraduate health sciences students. Education For Health: Change In Learning & Practice (Taylor & Francis Ltd), 18(1), 32-44 13p.
[5] King, S., Carbonaro, M., Greidanus, E., Ansell, D., Foisy-Doll, C., & Magus, S. (2014). Dynamic and routine interprofessional simulations: Expanding the use of simulation to enhance interprofessional competencies. Journal Of Allied Health, 43(3), 169-175.
[6] Tullmann, D. F., Shilling, A. M., Goeke, L. H., Wright, E. B., & Littlewood, K. E. (2013). Recreating simulation scenarios for interprofessional education: an example of educational interprofessional practice. Journal Of Interprofessional Care, 27(5), 426-428. doi:10.3109/13561820.2013.790880.
[7] Thistlethwaite, J., Kumar, K., Moran, M., Saunders, R., & Carr, S. (2015). An exploratory review of pre-qualification interprofessional education evaluations. Journal Of Interprofessional Care, 29(4), 292-297 6p. doi:10.3109/13561820.2014.985292.
[8] Reese, C., Jeffries, P., & Engum, S. (2010). Learning together: using simulations to develop nursing and medical student collaboration. Nursing Education Perspectives, 31(1), 33-37 5p.
[9] Schuetz, B., Mann, E., & Everett, W. (2010). Educating health professionals collaboratively for team-based primary care. Health Affairs, 29(8), 1476-1480 5p. doi:10.1377/hlthaff.2010.0052.
[10] de Voest, M., Raguckas, S., Bambini, D., & Beel-Bates, C. (2013). Interprofessional teaching: An inter-university experience involving pharmacy and nursing students. Currents in Pharmacy Teaching and Learning, 5(5), 450–457.
[11] Garbee, D. D., Paige, J., Barrier, K., Kozmenko, V., Kozmenko, L., Zamjahn, J., … Cefalu, J. (2013). Interprofessional teamwork among students in simulated codes: A quasi-experimental study. Nursing Education Perspectives, 34(5), 339–344.
[12] Gough, S., Hellaby, M., Jones, N., & MacKinnon, R. (2012). A review of undergraduate interprofessional simulation-based education (IPSE). Collegian, 19(3), 153–170.
[13] Krueger, L., Ernstmeyer, K., & Kirking, E. (2017). Impact of interprofessional simulation on nursing students’ attitudes toward teamwork and collaboration. Journal of Nursing Education, 56(6), 321–327.
[14] Rossler, K. L., & Kimble, L. P. (2016). Capturing readiness to learn and collaboration as explored with an interprofessional simulation scenario: A mixed-methods research study. Nurse Education Today, 36, 348–353.
[15] Kardong-Edgren, S., Adamson, K. A., & Fitzgerald, C. (2010). A review of currently published evaluation instruments for human patient simulation. Clinical Simulation in Nursing, 6(1), e25-e35.
[16] Paige, J. T., Garbee, D. D., Kozmenko, V., Yu, Q., Kozmenko, L., Yang, T., & ... Swartz, W. (2014). Getting a head start: high-fidelity, simulation-based operating room team training of interprofessional students. Journal Of The American College Of Surgeons, 218(1), 140-149. doi:10.1016/j.jamcollsurg.2013.09.006.
[17] Stewart, M., Kennedy, N., & Cuene-Grandidier, H. (2010). Undergraduate interprofessional education using high-fidelity paediatric simulation. The Clinical Teacher, 7(2), 90–96.
[18] Hayden, J., Smiley, R., Alexander, M., Kardong-Edgren, S. and 5., S. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), S4-S41.
[19] Alfes, C. M., Steiner, S. L., & Manacci, C. F. (2015). Critical Care Transport Training: New Strides in Simulating the Austere Environment. Air Medical Journal, 34(4), 186-187. doi:10.1016/j.amj.2015.03.006.
[20] Aqel, A. A., & Ahmad, M. M. (2014). High-fidelity simulation effects on CPR knowledge, skills, acquisition, and retention in nursing students. Worldviews On Evidence-Based Nursing, 11(6), 394-400 7p. doi:10.1111/wvn.12063.
[21] Braude, P., Reedy, G., Dasgupta, D., Dimmock, V., Jaye, P., & Birns, J. (2015). Evaluation of a simulation training program for geriatric medicine. Age & Ageing, 44(4), 677-682. doi:10.1093/ageing/afv049.
[22] Cheng, A., Lockey, A., Bhanji, F., Lin, Y., Hunt, E. A., & Lang, E. (2015). The use of high-fidelity manikins for advanced life support training-A systematic review and meta-analysis. Resuscitation, 93142-149. doi:10.1016/j.resuscitation.2015.04.004.
[23] Cooper, J., & Taqueti, V. (2008). A brief history of the development of mannequin simulators for clinical education and training. Postgraduate Medical Journal, 84(997), 563-570 8p.
[24] Leonard, B., Shuhaibar, E., & Chen, R. (2010). Nursing student perceptions of intraprofessional team education using high-fidelity simulation. Journal Of Nursing Education, 49(11), 628-631. doi:10.3928/01484834-20100730-06.
[25] Chen, S., Huang, T., Liao, I., & Liu, C. (2015). Development and validation of the Simulation Learning Effectiveness Inventory. Journal Of Advanced Nursing, 71(10), 2444-2453. doi:10.1111/jan.12707.
[26] Jeffries, P. (2005). Designing, implementing and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.
[27] Kvan, T. (2013). Evaluating learning environments for interprofessional care. Journal Of Interprofessional Care, 2731-36 6p. doi:10.3109/13561820.2013.791673.