Evaluating an interprofessional learning intervention for medical and nursing students in simulated critical-care settings
Purpose: Interprofessional learning (IPL) is increasingly recognised as essential for preparing students for collaborative clinical practice. Despite this, opportunities for joint learning remain limited in Australia. This study aimed to evaluate the impact of a single simulation-based IPL intervention on students’ perceptions of roles, communication and teamwork. Design: Medical and nursing students participated in an IPL program combining joint teaching with high-fidelity simulation. A pre- and post-intervention questionnaire, informed by validated IPL assessment tools and analysed using Mann–Whitney U tests, evaluated changes in perceptions and self-reported confidence. Findings: Seventy-one students participated (63.4% medical; 36.6% nursing). Post-simulation scores were significantly increased for eight of the nine items assessed: perceived importance of IPL, understanding of roles, comfort communicating, confidence speaking up, confidence clarifying patient management, understanding of communication styles (all p ≤ 0.001; effect size r = 0.31–0.69), and perceived importance of role delegation (p = 0.001; r = 0.30). Perceptions that clear interprofessional communication benefits patient care remained high (p = 0.169). All participants endorsed IPL to peers and reported high enjoyment of the experience. Research implications: These findings contribute to the growing evidence base supporting simulation-based IPL as a valuable educational intervention. Further research should explore longitudinal outcomes, behavioural change in clinical settings, and scalability across healthcare disciplines. Value and limitations: This study demonstrates that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments. Limitations include a single institutional context and absence of long-term follow-up. Keywords: interprofessional learning, simulation-based education, collaborative practice, patient safety, clinical education, workforce training