Interprofessional education: A controlled trial of a shared-learning skills simulation between RN & OT students

Julie A. Spencer, Steven D. Taff, Ling Chen

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Background: Interprofessional education (IPE) in healthcare aims to enhance collaborative, evidence-based care. Case-based IPE scenarios incorporating clinical evidence and professional role information may enhance knowledge. Purpose: This study compared transfers, mobility, and positioning knowledge, professional role knowledge, and IPE readiness between registered nurse (RN) and occupational therapy (OT) students who participated in either case-based IPE simulation or separate profession-specific education. Method: Pre/post knowledge tests and Readiness for Interprofessional Learning Scale (RIPLS) surveys were used. Discussion: The IPE group had statistically significant improvement in overall knowledge (p =.0478) and 12 of 19 readiness items, but not role knowledge (p =.2714), versus control group. Statistical significance was noted for overall knowledge between RN and OT groups (p =.0311) and within the RN group (RN intervention versus RN control) (p =.0039), and for role knowledge in the same groups (p =.0303 and p =.0126, respectively). Conclusions: The results provide evidence for case-based, shared learning with RN and OT students in simulation.

Original languageEnglish
Pages (from-to)75-81
Number of pages7
JournalJournal of Interprofessional Education and Practice
StatePublished - Jun 2019


  • Attitude
  • IPE
  • Interprofessional education
  • Interprofessional learning
  • Nursing
  • Occupational therapy
  • Simulation


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