The influence of simulated IPE learning in a nursing skills lab on the socialization skills of undergraduate bachelor of science nursing students

The purpose of this quasi-experimental, repeated measure comparative study using a nonprobability convenience sample was to identify the influence of an interprofessional education (IPE) simulated learning environment on the socialization of baccalaureate nursing students. The Interprofessional Socialization and Valuing Scale (ISVS), which measures professional behaviors, attitude and values, and beliefs using the constructs of professional comfort, values, and ability, was used to collect data. Sample criteria for this study included undergraduate nursing students currently enrolled in a nursing program located in the Midwest region of the United States that used simulation in a nursing skills lab and being currently enrolled in or just completing a nursing program course using simulated learning experiences. Mezirow's transformative learning theory was used in this research study because the study focused on the influence of a social learning process on the transformation of self and professional identity. A total of 23 completed ISVS surveys administered at different periods of the semester were analyzed. Data were analyzed using a repeated-measures multivariate analysis of variance. Post hoc analysis confirmed the strength of the sample and it was determined that bachelor of science in nursing (BSN) students' professional behaviors, values and attitudes, and beliefs are positively influenced by the integration of simulated IPE experiences. Valuable insight into the phenomenon of professional transformation of nursing students using IPE learning experiences in a simulated learning environment is evident.