Changes in Attitudes Toward Interprofessional Learning and Collaboration Among Physical Therapy Students Following a Patient Code Simulation Scenario

Abstract

Purpose: This study examined changes in physical therapy (PT) student attitudes toward interprofessional collaboration (IPC) and interprofessional learning (IPL) following an opportunity to engage in a simulated cardiac arrest scenario with nursing students. Methods: Thirty-four PT and 17 nursing students participated. During the PT interaction, the simulator's blood pressure and pulse oximetry dropped and heart rate increased until ventricular tachycardia appeared on the electrocardiogram monitor and a full code occurred. The nursing students directed and assisted the PT students in responding to the medical emergency. Four surveys examining changes in attitudes toward IPL and IPC were completed: the Interdisciplinary Education Perception Scale (IEPS), the Readiness for Interprofessional Learning Scale (RIPLS), the Attitudes Toward Healthcare Teams Scale (ATHCTS), and the Team Skills Scale (TSS). Paired sample t tests were used to examine pre- and post-simulation differences. Results: For the PT student participants, statistically significant improvements were noted for the IEPS subscale examining competency and autonomy (P = .03), the RIPLS subscale examining teamwork and collaboration (P = .03), and the ATHCTS for team value (P = .012) and efficiency (P = .018). The TSS also increased significantly (P < .001). Conclusions: The code simulation positively altered student attitudes toward IPC and IPL. Interprofessional experiences of this type can be used to build teamwork and increase understanding between disciplines.