An integrative review of the effects of simulation based interprofessional education programs on nursing students

Abstract Aim This study aimed to identify evidence for the development of a simulation-based interprofessional education (SIPE) program for nursing students. Design An integrated literature review was undertaken using the five steps framework of Whittemore and Knafl. Methods Twelve databases were comprehensively searched, NDSL, National Assembly Library, KISS, DBpia, RISS, KoreaMed, Medline, CINAHL, Complentary index, Supplementary index, Academic Search Ultimate, and Education source, from March 1, 2024 to June 30, 2024, using the defined criteria. The final fifteen studies were selected and analyzed. Results There were more studies on single simulations in SIPE compared to studies using a hybrid model that combined two simulation types. Attitude was measured as an outcome variable in all studies, followed by competency, knowledge, readiness for interprofessional (IP) learning, and perception. SIPE can effectively improve IP attitude, competency, knowledge, readiness for IP learning, and perception of nursing students. Conclusion This study is significant as it provides evidence for the expansion of the scientific nursing knowledge system, the five learning achievements in the nursing curriculum by analyzing simulation types, topics, program operation methods, outcome variables including the intervention effects of the SIPE program.