Participation in simulation-based interprofessional education (sim-IPE) may affect students’ attitudes towards interprofessional learning (through gaining experience with others) and their professional identity (by increasing the ‘fit’ of group membership). We examined this in two questionnaire studies involving students from four universities in two areas of the UK. Questionnaire data were collected before and after students took part in a sim-IPE session consisting of three acute scenarios. Questionnaires included the Readiness for Interprofessional Learning Scale (RIPLS) and measures of professional identity derived from the social identity theory literature. In Study 1, only identification with Professional Group (doctor or nurse) was measured, while in Study 2 identification with Student Group (medical or nursing student) and the immediate interprofessional Team worked with in the simulation were also measured. Linear mixed effects regression analysis examined the effect of the simulation session, and differences between medical and nursing students, sites and identity measures. A total of 194 medical and 266 nursing students completed questionnaires. A five-item subset of RIPLS (RIPLSCore) was used in analysis. In both studies RIPLSCore increased for all groups following participation in sim-IPE, although this was larger for nursing students in Study 1. Nursing students had consistently higher RIPLSCore scores than medical students at one site. Effects of the session on identity varied between sites, and dimensions of identity. Notably, while positive emotions associated with group membership (Ingroup Affect) increased for Student Group, Professional Group and Team, the sense of belonging (Ingroup Ties) and importance (Centrality) of the group increased only for Team. Nursing students had consistently higher identification scores than medical students. Participation in a sim-IPE session can improve attitudes towards interprofessional learning. It can also enhance professional identity, particularly as related to emotional aspects of group membership, with possible benefits for wellbeing. Changes in identification with the immediate Team suggest positive psychological consequences of ad hoc Team formation in the workplace. Differences between medical and nursing students suggest their differing opportunities to work with other professions during training may change baseline attitudes and identity. However, a single sim-IPE session can still have an additive effect.

中文翻译：

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一次跨专业模拟会议对医学和护理专业学生跨专业学习和专业身份态度的影响：问卷调查

参加基于模拟的跨专业教育（sim-IPE）可能会影响学生对跨专业学习的态度（通过与他人一起获得经验）和他们的职业身份（通过增加团体成员的“适应性”）。我们在两项问卷调查研究中对此进行了研究，涉及来自英国两个地区的四所大学的学生。在学生参加由三个急性情景组成的sim-IPE会议之前和之后收集问卷调查数据。问卷包括职业间学习准备量表（RIPLS）和从社会认同理论文献中得出的职业认同测度。在研究1中，仅测量了与专业组（医生或护士）的识别，在研究2中，还测量了与学生组（医学或护理学学生）的识别以及在模拟中与其合作的直接跨专业团队的身份。线性混合效应回归分析检查了模拟会议的效果，以及医护学生，场所和身份测度之间的差异。共有194名医学生和266名护理学学生完成了问卷。在分析中使用了RIPLS的五项子集（RIPLSCore）。在两项研究中，参加sim-IPE后，所有组的RIPLSCore得分均增加，尽管对于研究1的护理学生而言，这一比例更高。在某一地点，护理学生的RIPLSCore得分始终高于医学专业的学生。会议对身份的影响因站点和身份维度而异。值得注意的是 学生组，专业组和团队与组成员身份（组内影响）相关的积极情绪有所增加，而组的归属感（组内纽带）和重要性（中心性）仅对团队有所提高。护理专业学生的识别分数始终高于医学专业的学生。参加sim-IPE会议可以改善对跨专业学习的态度。它还可以增强专业身份，尤其是与小组成员情感方面有关的专业身份，并可能带来福祉。与直属团队的认同发生变化，意味着在工作场所成立临时团队的积极心理后果。医学和护理专业学生之间的差异表明，他们在培训期间与其他专业一起工作的机会不同，可能会改变基线态度和身份。但是，单个sim-IPE会话仍然可以产生累加效果。