Simulación clínica interprofesional entre estudiantes de enfermería y medicina.
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Date
2026
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La formación de profesionales de la salud enfrenta el desafío de preparar estudiantes capaces de desempeñarse eficientemente en contextos clínicos complejos, donde la calidad de la atención depende tanto de competencias técnicas como de habilidades no técnicas relacionadas con la comunicación, el liderazgo y el trabajo colaborativo. Sin embargo, la formación de pregrado continúa desarrollándose principalmente bajo modelos uniprofesionales, limitando las oportunidades de interacción y aprendizaje conjunto entre futuras profesiones sanitarias. En este contexto, la educación interprofesional y la simulación clínica han surgido como estrategias innovadoras para fortalecer la colaboración entre disciplinas y mejorar el desempeño de los equipos de salud. La presente tesina tiene como objetivo implementar un programa piloto de simulación clínica interprofesional dirigido a estudiantes de cuarto año de enfermería y quinto año de medicina de la Universidad del Bío-Bío, orientado al fortalecimiento de la disposición hacia el aprendizaje interprofesional y al mejoramiento de las habilidades no técnicas en el desempeño de los equipos en escenarios simulados de reanimación cardiopulmonar avanzada. La propuesta considera la participación de estudiantes organizados en equipos interprofesionales que desarrollarán un escenario basal, múltiples escenarios de práctica con debriefing estructurado y una evaluación final. Para evaluar el impacto de la intervención se plantea un diseño preexperimental con mediciones pre y post intervención. La disposición hacia el aprendizaje interprofesional será evaluada mediante la escala Readiness for Interprofessional Learning Scale (RIPLS), mientras que el desempeño global de los equipos será medido a través del instrumento Team Emergency Assessment Measure (TEAM). Se proyecta que la implementación de la intervención contribuya al fortalecimiento de competencias colaborativas esenciales para el trabajo en salud, favoreciendo una mejor comprensión de los roles profesionales, una mayor disposición al aprendizaje compartido y un mejor desempeño de los equipos en contextos de emergencia. Asimismo, se espera que la experiencia sirva como base para futuras iniciativas de educación interprofesional dentro de la institución, promoviendo la integración curricular de actividades colaborativas entre distintas carreras de la salud. Los resultados derivados de su eventual implementación podrían aportar evidencia local relevante para sustentar la incorporación sistemática de experiencias de simulación clínica interprofesional en los planes de estudio, contribuyendo a la mejora de la calidad de la formación profesional y a la preparación de equipos más efectivos para la atención de los pacientes.
Healthcare professional education faces the challenge of preparing students to perform effectively in complex clinical environments, where the quality of care depends not only on technical competencies but also on non-technical skills such as communication, leadership, and teamwork. However, undergraduate education continues to be delivered primarily through uniprofessional models, limiting opportunities for interaction and shared learning among future healthcare professionals. In this context, interprofessional education and clinical simulation have emerged as innovative strategies to strengthen collaboration among disciplines and improve healthcare team performance. The aim of this thesis is to implement a pilot interprofessional clinical simulation program for fourth-year Nursing students and fifth-year Medical students at the University of Bío- Bío, focused on enhancing readiness for interprofessional learning and improving team performance in simulated advanced cardiopulmonary resuscitation scenarios. The proposed intervention involves students working in interprofessional teams through a baseline simulation scenario, multiple practice scenarios with structured debriefing, and a final evaluation. To assess the impact of the intervention, a pre-experimental design with pre- and post-intervention measurements is proposed. Readiness for interprofessional learning will be assessed using the Readiness for Interprofessional Learning Scale (RIPLS), while overall team performance will be evaluated using the Team Emergency Assessment Measure (TEAM). It is anticipated that the implementation of this intervention will contribute to the development of collaborative competencies that are essential for healthcare practice, promoting a better understanding of professional roles, greater readiness for shared learning, and improved team performance in emergency situations. Furthermore, the experience is expected to serve as a foundation for future interprofessional education initiatives within the institution, fostering the curricular integration of collaborative learning activities across different health programs. Evidence generated through its future implementation could support the systematic incorporation of interprofessional clinical simulation experiences into healthcare curricula, ultimately contributing to higher-quality professional education and the preparation of more effective healthcare teams.
Healthcare professional education faces the challenge of preparing students to perform effectively in complex clinical environments, where the quality of care depends not only on technical competencies but also on non-technical skills such as communication, leadership, and teamwork. However, undergraduate education continues to be delivered primarily through uniprofessional models, limiting opportunities for interaction and shared learning among future healthcare professionals. In this context, interprofessional education and clinical simulation have emerged as innovative strategies to strengthen collaboration among disciplines and improve healthcare team performance. The aim of this thesis is to implement a pilot interprofessional clinical simulation program for fourth-year Nursing students and fifth-year Medical students at the University of Bío- Bío, focused on enhancing readiness for interprofessional learning and improving team performance in simulated advanced cardiopulmonary resuscitation scenarios. The proposed intervention involves students working in interprofessional teams through a baseline simulation scenario, multiple practice scenarios with structured debriefing, and a final evaluation. To assess the impact of the intervention, a pre-experimental design with pre- and post-intervention measurements is proposed. Readiness for interprofessional learning will be assessed using the Readiness for Interprofessional Learning Scale (RIPLS), while overall team performance will be evaluated using the Team Emergency Assessment Measure (TEAM). It is anticipated that the implementation of this intervention will contribute to the development of collaborative competencies that are essential for healthcare practice, promoting a better understanding of professional roles, greater readiness for shared learning, and improved team performance in emergency situations. Furthermore, the experience is expected to serve as a foundation for future interprofessional education initiatives within the institution, fostering the curricular integration of collaborative learning activities across different health programs. Evidence generated through its future implementation could support the systematic incorporation of interprofessional clinical simulation experiences into healthcare curricula, ultimately contributing to higher-quality professional education and the preparation of more effective healthcare teams.
Description
Tesis presentada para optar al grado de Magíster en Educación para las Ciencias de la Salud.
Keywords
Simulación ambiental (Método de enseñanza), Formación profesional, Educación médica, Enfermería, Medicina