Seneviratne, Cydnee C.Patel, Priya Krishna2019-01-252019-01-252019-01-14Patel, P. K. (2019). Teaching sustainable interprofessional collaborative competencies through interprofessional simulation (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.http://hdl.handle.net/1880/109528Problem & Purpose: Researchers have investigated the level and type of learning gained after attending interprofessional simulation; however, limited research exists regarding the retention of the concepts learned during interprofessional simulation over time. The goal of this research was to understand if undergraduate nursing students retained and incorporated interprofessional collaborative competencies they learned from interprofessional simulation into their clinical practicum. Methods: A quasi-experimental, longitudinal, one group pre-test and post-test design to understand the dependent variable of nursing students’ self-reported level of competence with interprofessional collaborative competencies. The independent variable studied was the student experience with trauma interprofessional simulation. Results: Undergraduate nursing students were able to retain the self-reported interprofessional collaborative competence they gained from interprofessional simulation during their 8-week practicum, however there was no significant increase in their competence from after simulation to the completion of practicum. The results from this study were not able to confirm a large change in self-reported interprofessional competency between the time of simulation (time point 2/post-test 1) and practicum completion (time point 3/post-test 2). Recommendations: Recommendations to future educators promoting the learning of interprofessional collaborative competencies include: more frequent and consistent exposure to interprofessional education and interprofessional simulation; engagement of curriculum leaders to create learning goals and objectives for students related to interprofessional collaboration; optimize engagement and buy-in from the person, environment, and occupation; and finally to use International Nursing Association Clinical Simulation and Learning simulation standards to have a standardized practice for creating and conceptualizing interprofessional simulation.enUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.interprofessional collaborationinterprofessional simulationinterprofessional collaborative competency frameworkCanadian Interprofessional Health CollaborativeInternational Nursing Association of Clinical Simulation and Learning standardsundergraduate nursing studentsEducationEducation--Curriculum and InstructionNursingmaster thesis10.11575/PRISM/35787