Credentials Display

Carrie M. O’Reilly, PhD, MSN, RN; Lisa P. Simmons, MS, OTR/L; Mary L. Romanello, PhD, PT


The use of simulation as a teaching and learning stratagem is well supported in the professional literature. The development of a collaborative care best practices model (CCBPM) was undertaken to help the creation and implementation of an interprofessional education (IPE) learning strategy between occupational therapy assistant (OTA) and pre-licensure nursing students at a private liberal arts college. The project goals and outcomes involved faculty development, CCBPM development, and OTA and nursing novice student competency acquisition in their respective professions. Twenty-three students (10 OTA and 13 nursing) completed the IPE learning simulation exercise. A mixed-method approach to data analysis was used to evaluate aggregate data for simulation fidelity, student feelings of support, and identification of simulation experience themes. For both scenario and overall fidelity, the aggregate rating of strongly agree and agree equaled 90.9%. The aggregate rating of strongly agree and agree equaled 95.45% for equipment fidelity. The number of participants who rated their feeling of being supported by selecting strongly agree or agree was 72.72%. The participants worked in teams to complete the simulation and the debriefing process. Using grounded theory, safety, communication, and teamwork were the three primary themes identified from the transcribed team debriefing worksheets.


The project was funded by a faculty grant provided by the administration of Trinity Washington University.