International Journal of Nursing and Health Care Research (ISSN: 2688-9501)

research article

Reflection as a Factor Promoting Learning Interprofessional Collaboration in a Large-group Simulation in Social and Health Care

Marja Silén-Lipponen 1*, Terhi Saaranen 2

1Principal lecturer, Savonia University of Applied Sciences, Unit of Health Care, Kuopio, Finland

2Professor, PhD, University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Kuopio, Finland

*Corresponding author: Marja Silén-Lipponen, PhD, Principal lecturer, Savonia University of Applied Sciences, Unit of Health Care, Kuopio, P.O Box 6, FI-70201 Kuopio, Finland

Received Date: 11 June, 2021 Accepted Date: 25 June, 2021 Published Date: 02 July, 2021


Aim: The purpose of this study was to describe the experiences of learning interprofessional collaboration among students and professionals who participated in a social and health care large-group simulation organized online.

Background: Gathering interprofessional (IP) experiences is already important during education, because joint education increases IP understanding and clarifies the responsibilities of different professionals. This study illustrates that the use of a large-group simulation, even online, can increase students’ and professionals understanding of IP collaboration. The large-group simulation concerned encountering a client who was a victim of domestic violence and had substance abuse problems.

Design: Case study

Methods: Research data were collected with a questionnaire containing variables on a five-point Likert scale and open questions. The questionnaire was filled out online by 214 students and professionals. The quantitative data were analyzed using descriptive statistical methods and the open-ended questions by inductive content analysis.

Results: The study increased knowledge of the meaning of IP communication. However, participants’ experiences of learning real-life work situations varied. Using large-group simulation as an educational method provided opportunities for reflecting collaboration alone and together with other IP simulation participants, which promoted development of collaborative professional attitudes and skills. Moreover, the use of professionals in the roles of the IP team increased the participants’ ability to integrate theory into practice.

Conclusion: The knowledge produced in this study can be used in designing simulations in basic and continuous education.


Interprofessional collaboration; Education; Social and health care simulation; Teaching

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