Among interprofessional healthcare providers “an estimated 80% of serious medical errors involve miscommunication” (Joint Commission, 2012). The National Academies of Medicine, formerly known as the Institute of Medicine (IOM), World Health Organization (WHO), and Agency for Healthcare Research and Quality (AHRQ), Association of American Colleges of Nursing (AACN), and Association of American Medical Colleges (AAMC) called for effective teamwork among healthcare clinicians to improve patient safety (Horsley et al., 2016). The incorporation of simulation as a tool into clinical education and practice has enhanced interprofessional team communication and improved patient safety outcomes (Decker et al., 2015).
The interprofessional healthcare team is not a new concept and has been widely used to maximize the efficacy in the delivery of patient care. The interprofessional team is composed of members from different professions, disciplines, and occupations with varied and specialized knowledge, skills, and methods, working together as colleagues to provide quality, individualized care for patients (Brewer, 2012). The overarching belief in interprofessional education is that it enhances the learner’s “understanding of other professionals’ roles and responsibilities, while fostering mutual respect and understanding between members of the healthcare team” (Lapkin, Levette-Jones, & Gilligan, 2012, p. 390). The idea is for health professionals to learn with, from, and about each other’s professions to improve collaboration and overall quality of care (Gilligan, Outram, & Levett-Jones, 2014).
This project serves as a resource to improve interprofessional team collaboration within the healthcare setting through the development and use of simulated interprofessional educational scenarios (Sim-IPE) and the establishment of an ongoing platform for collaboration through the Capital Area Simulation Collaborative.
","abstract_html":"<p>Among interprofessional healthcare providers “an estimated 80% of serious medical errors involve miscommunication” (Joint Commission, 2012). The National Academies of Medicine, formerly known as the Institute of Medicine (IOM), World Health Organization (WHO), and Agency for Healthcare Research and Quality (AHRQ), Association of American Colleges of Nursing (AACN), and Association of American Medical Colleges (AAMC) called for effective teamwork among healthcare clinicians to improve patient safety (Horsley et al., 2016). The incorporation of simulation as a tool into clinical education and practice has enhanced interprofessional team communication and improved patient safety outcomes (Decker et al., 2015). <strong></strong></p> <p>The interprofessional healthcare team is not a new concept and has been widely used to maximize the efficacy in the delivery of patient care. The interprofessional team is composed of members from different professions, disciplines, and occupations with varied and specialized knowledge, skills, and methods, working together as colleagues to provide quality, individualized care for patients (Brewer, 2012). The overarching belief in interprofessional education is that it enhances the learner’s “understanding of other professionals’ roles and responsibilities, while fostering mutual respect and understanding between members of the healthcare team” (Lapkin, Levette-Jones, & Gilligan, 2012, p. 390). The idea is for health professionals to learn with, from, and about each other’s professions to improve collaboration and overall quality of care (Gilligan, Outram, & Levett-Jones, 2014).</p> <p>This project serves as a resource to improve interprofessional team collaboration within the healthcare setting through the development and use of simulated interprofessional educational scenarios (Sim-IPE) and the establishment of an ongoing platform for collaboration through the Capital Area Simulation Collaborative.</p>","abstract_has_math":false,"creators":["Cash, Cleona"],"institution":null,"degree_name":"Doctor of Nursing Practice (DNP)","degree_level":"Restricted Project - USF access only","degree_discipline":"Nursing","degree_department":null,"school":null,"contributors":["K.T. Waxman, DNP, RN, CNL, CHSE, CENP, FSSH, FAAN","Julie Maxworthy, DNP, MSN, MBA, RN, CNL, CHPQ, CPPS, CHSE, FSSH"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-12-15T08:00:00Z","date_published":"2017-12-15T08:00:00Z","updated_at":"2026-07-24T05:44:13Z","subjects":["Interprofessional education","Development of simulation scenarios","simulation and team collaboration","Simulation and teamwork","Maternal, Child Health and Neonatal Nursing","Other Nursing"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/dnp/104","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["K.T. Waxman, DNP, RN, CNL, CHSE, CENP, FSSH, FAAN","Julie Maxworthy, DNP, MSN, MBA, RN, CNL, CHPQ, CPPS, CHSE, FSSH"]},{"key":"dc:creator","label":"Author","values":["Cash, Cleona"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-11-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted Project - USF access only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Nursing Practice (DNP)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Interprofessional education","Development of simulation scenarios","simulation and team collaboration","Simulation and teamwork","Maternal, Child Health and Neonatal Nursing","Other Nursing"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/dnp/104"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Among interprofessional healthcare providers “an estimated 80% of serious medical errors involve miscommunication” (Joint Commission, 2012). The National Academies of Medicine, formerly known as the Institute of Medicine (IOM), World Health Organization (WHO), and Agency for Healthcare Research and Quality (AHRQ), Association of American Colleges of Nursing (AACN), and Association of American Medical Colleges (AAMC) called for effective teamwork among healthcare clinicians to improve patient safety (Horsley et al., 2016). The incorporation of simulation as a tool into clinical education and practice has enhanced interprofessional team communication and improved patient safety outcomes (Decker et al., 2015).
The interprofessional healthcare team is not a new concept and has been widely used to maximize the efficacy in the delivery of patient care. The interprofessional team is composed of members from different professions, disciplines, and occupations with varied and specialized knowledge, skills, and methods, working together as colleagues to provide quality, individualized care for patients (Brewer, 2012). The overarching belief in interprofessional education is that it enhances the learner’s “understanding of other professionals’ roles and responsibilities, while fostering mutual respect and understanding between members of the healthcare team” (Lapkin, Levette-Jones, & Gilligan, 2012, p. 390). The idea is for health professionals to learn with, from, and about each other’s professions to improve collaboration and overall quality of care (Gilligan, Outram, & Levett-Jones, 2014).
This project serves as a resource to improve interprofessional team collaboration within the healthcare setting through the development and use of simulated interprofessional educational scenarios (Sim-IPE) and the establishment of an ongoing platform for collaboration through the Capital Area Simulation Collaborative.
"]},{"key":"dc:title","label":"Title","values":["Development of Interprofessional Simulation Scenarios Within the Re-Established Capital Area Simulation Collaborative"]}]}],"canonical_facts":{"dc:contributor":["K.T. Waxman, DNP, RN, CNL, CHSE, CENP, FSSH, FAAN","Julie Maxworthy, DNP, MSN, MBA, RN, CNL, CHPQ, CPPS, CHSE, FSSH"],"dc:creator":["Cash, Cleona"],"dc:date.available":["2017-11-05T07:00:00Z"],"dc:description.abstract":["Among interprofessional healthcare providers “an estimated 80% of serious medical errors involve miscommunication” (Joint Commission, 2012). The National Academies of Medicine, formerly known as the Institute of Medicine (IOM), World Health Organization (WHO), and Agency for Healthcare Research and Quality (AHRQ), Association of American Colleges of Nursing (AACN), and Association of American Medical Colleges (AAMC) called for effective teamwork among healthcare clinicians to improve patient safety (Horsley et al., 2016). The incorporation of simulation as a tool into clinical education and practice has enhanced interprofessional team communication and improved patient safety outcomes (Decker et al., 2015).
The interprofessional healthcare team is not a new concept and has been widely used to maximize the efficacy in the delivery of patient care. The interprofessional team is composed of members from different professions, disciplines, and occupations with varied and specialized knowledge, skills, and methods, working together as colleagues to provide quality, individualized care for patients (Brewer, 2012). The overarching belief in interprofessional education is that it enhances the learner’s “understanding of other professionals’ roles and responsibilities, while fostering mutual respect and understanding between members of the healthcare team” (Lapkin, Levette-Jones, & Gilligan, 2012, p. 390). The idea is for health professionals to learn with, from, and about each other’s professions to improve collaboration and overall quality of care (Gilligan, Outram, & Levett-Jones, 2014).
This project serves as a resource to improve interprofessional team collaboration within the healthcare setting through the development and use of simulated interprofessional educational scenarios (Sim-IPE) and the establishment of an ongoing platform for collaboration through the Capital Area Simulation Collaborative.
"],"dc:identifier":["https://repository.usfca.edu/dnp/104"],"dc:subject":["Interprofessional education","Development of simulation scenarios","simulation and team collaboration","Simulation and teamwork","Maternal, Child Health and Neonatal Nursing","Other Nursing"],"dc:title":["Development of Interprofessional Simulation Scenarios Within the Re-Established Capital Area Simulation Collaborative"],"thesis:degree_discipline":["Nursing"],"thesis:degree_level":["Restricted Project - USF access only"],"thesis:degree_name":["Doctor of Nursing Practice (DNP)"]},"updated_at":"2026-07-24T05:44:13Z"}