Análisis reflexivo de competencias interprofesionales de estudiantes de Ciencias de la Salud en escenarios simulados

Abstract

Patient safety in healthcare settings is one of the main objectives of interdisciplinary teams, the fundamental pillar on which clinical practice must be based, This research is about the importance of building competent healthcare teams to ensure patient safety, about how interprofessional skills are acquired that enable physicians and nurses to work as a team. The influence of interprofessional education on future professionals is seen as the starting point for its ability to provide more natural learning from the undergraduate level. In a simulated environment, medical and nursing students worked together to solve a clinical case in which theoretical knowledge and technical skills took a back seat, to implement interprofessional competency-based learning. The qualitative methodology through an ethnographic study allowed us to capture the construction of the protagonist's meanings: medical students, nursing students, medicine and nursing professors. Through participant observation in discussion groups and students' reflections, after participating in the activity, we obtained the opinions, reflections and conclusions of the actors. After exhaustive analysis of the data obtained, we were able to reach and understanding of the study topics. The students identified communication as the key to teamwork, and were more deeply into the establishment of interpersonal relationships with other professionals, in the prevention of errors and the transmission of information as an essential pillar of patient safety. They became aware of the strength of joint and safe decision-making, of the different leadership roles that can be exercised in a healthcare team and their implications. They reflected on the knowledge of the different roles that are acquired in the professional exercise, on transferring or separating them, and on how they have evolved throughout the historical relationship between medicine and nursing. They were introduced to simulation as a teaching tool and were aware of its suitability for learning interprofessional competencies in a controlled and safe environment. They finally considered that the simulated scenarios are suitable for implementing interprofessional competencies in health science students that improve healthcare teams and provide greater safety for patients in healthcare facilities.