Interdisciplinary Simulation in Clinical Training: Learning and Satisfaction of Nursing and Medical Students

Interdisciplinary Simulation in Clinical Training: Learning and Satisfaction of Nursing and Medical Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Interdisciplinary Simulation in Clinical Training: Learning and Satisfaction of Nursing and Medical Students Raul Lopez-Salas, David Parés, Ariadna Huertas-Zurriaga, Daniel Moreno-Martinez, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9071873/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract PURPOSE The increasing difficulty of securing high-quality clinical placements for health sciences students has created an urgent need for pedagogical models that effectively integrate theoretical knowledge with experiential learning. High-fidelity simulation has emerged as a promising strategy to enhance clinical preparedness and foster interprofessional collaboration. This study aimed to evaluate undergraduate nursing and medical students’ satisfaction with an interdisciplinary high-fidelity simulation activity designed to strengthen clinical reasoning, communication, and collaborative skills. METHODS A descriptive, analytical, cross-sectional study was conducted with second-year nursing students and fourth-year medical students during the 2023–2024 academic year. Participants engaged in a structured simulation entitled Basic Patient Assessment , which included a pre-briefing, a high-fidelity scenario with a trained actor, and a guided debriefing session. Satisfaction was assessed using a validated Likert-scale questionnaire (1–10 and 1–5 formats) covering four domains: introduction, learning activities, supervision, and learning environment, along with two open-ended questions. Quantitative data were analysed using descriptive statistics, and qualitative responses were examined through inductive content analysis. RESULTS A total of 60 students participated. Overall satisfaction was high, with 100% of respondents recommending the activity. Mean scores indicated strong perceived value across all domains, particularly regarding the learning environment and supervisory feedback. Qualitative analysis revealed three major themes: usefulness for real clinical situations, enhanced interprofessional collaboration, and strong appreciation of the realism and methodology. Students also identified areas for improvement, including extending session duration and providing more detailed pre-session information. CONCLUSIONS Interdisciplinary high-fidelity simulation is a highly valued and pedagogically robust approach for strengthening clinical, communicative, and collaborative competencies among undergraduate health sciences students. Although not a substitute for real clinical placements, simulation offers a safe, realistic, and structured environment that supports professional development and prepares students for interprofessional practice. These findings underscore the importance of systematically integrating such methodologies into clinical education curricula. Simulation Training Education Nursing Education Medical Undergraduate Interprofessional Relations Clinical Competence Figures Figure 1 INTRODUCTION One of the main challenges facing university teachers in the health sciences is to integrate theoretical and practical knowledge in a useful, realistic way that is adapted to the current learning context. Practical experience allows students to incorporate specific knowledge and skills related to their discipline through action and reflection. Clinical learning through internships in university hospitals allows students to develop reflective competencies and integrate knowledge and abilities. These training experiences contribute to the internalization and socialization of the professional and human values inherent in health sciences practice. Clinical practical courses carry a lot of weight in terms of credits in health sciences degrees in our country. European directives and Spanish university education law recognize and regulate the minimum credits for supervised practice in health sciences degrees, increasing the presence of students in the professional environment of healthcare centres. This regulatory framework makes it very difficult to accommodate the large number of health science students in university hospitals and provide them with high-quality clinical practice. These practicals should build confidence in students and adequately prepare them for the acquisition of skills. University hospitals are key partners in the training of future healthcare professionals, and the current situation forces us to reflect on the sustainability of the training model. Insufficient practical learning could compromise the quality of future healthcare and put patient safety at risk (Margolis et al., 2004). Faced with this challenge, one of the most recent trends is to combine innovative, high-quality teaching methods with traditional practice in university hospitals. Some of the most innovative methods include learning and teaching methods such as interdisciplinary learning, peer learning, simulation, online teaching, video training, covert tutoring, virtual reality, virtual reflective journals, mobile applications, and immersive technologies (Portero, 2018; Rodríguez-Gallego, 2014 ; Saidin et al., 2015). Interdisciplinarity included in one of these innovative methodologies can have different meanings, but one of the most widely accepted definitions, which is repeated throughout the scientific literature, is that provided by the US National Academy of Sciences, in which the key concept is to respond to or solve problems whose solutions are beyond the scope of a single discipline (World Health Organization, 2021) .This is very different from multidisciplinary, which is the practice of working based on the juxtaposition of theoretical and methodological models belonging to different disciplines to address a specific problem; in this approach, each specialist works separately, with little or no synergy between researchers from the different fields involved (Rousseau et al., 2019). We found very few European scientific studies based on teaching methodologies involving interdisciplinary collaboration between health sciences undergraduates using simulation as the main activity. Some of them in Northern Europe confirm that this practice has high levels of satisfaction and is very useful for acquiring skills in practical clinical subjects (McGregor, 2004). In contrast, we find much more literature in North America with significant results supporting the hypothesis that interdisciplinary simulation improves the skill of communicating of self-efficacy and of each discipline and the understanding of the role of each profession (Tofil et al., 2014; Saylor et al., 2016; Horsley et al., 2016). In particular, the development of these collaborative skills is crucial, since healthcare teams in university hospitals must have experience in their respective disciplines. However, if they want to provide optimal quality service they must also communicate and collaborate with other professionals, which increases patient satisfaction, reduces healthcare costs and reduces the rate of clinical errors, in turn increasing patient safety and quality of care. (Jung et al., 2020; Bridges et al., 2011). The decision to add interdisciplinary undergraduate collaboration to clinical practicals is supported by the World Health Organization (WHO), which highlights education as one of the strategic areas for the development of nursing. It emphasises the need to design programs based on competencies aligned with the health needs of the population and capable of offering opportunities for interprofessional collaboration. This way students are adequately prepared for collaborative work (World Health Organization, 2021). In our teaching unit, medical and nursing students share the same physical space, but they do not share or interact with each other in their subjects. Knowing that they will have a common professional future and will share a university hospital during their internships, our teaching team designed an innovative methodology combining interdisciplinary teaching, high-fidelity simulation, and cooperation between health degrees to generate high-quality healthcare in the hospitals of the future. From a theoretical perspective, this study is grounded in experiential learning models and interprofessional education frameworks that emphasise the integration of clinical reasoning, communication, and collaborative practice. High‑fidelity simulation aligns with Kolb’s (1984) experiential learning cycle, offering opportunities for concrete experience, reflective observation, and active experimentation within realistic conditions. In parallel, the Interprofessional Education Collaborative competencies highlight the importance of teamwork, shared decision‑making, and role understanding as essential components of safe and effective clinical practice (Interprofessional Education Collaborative, 2023). Despite the growing international evidence supporting simulation‑based IPE, research in European contexts remains scarce and under‑theorised. By positioning the activity within these established conceptual models, this study seeks to contribute to the theoretical understanding of how interdisciplinary simulation enhances the future socialisation, cognitive integration, and interprofessional readiness among undergraduate learners in the health sciences. METHODS Study design Observational, analytical, cross-sectional, and prospective study of third-year medical students and second-year nursing students enrolled in clinical practice courses at the Germans Trias i Pujol teaching unit of the UAB during the 2023-2024 academic year, using non-probabilistic convenience sampling. Inclusion and exclusion criteria Second-year nursing students and fourth-year medical students enrolled in the subjects Practicum I and Medical-Surgical Practice 2 and General and Digestive Surgery, from their respective degrees, were included. As an inclusion criterion for the study, students must have participated in the basic patient assessment simulation seminar. Students who expressed their unwillingness to participate in the basic patient assessment simulation seminar and/or did not complete their satisfaction survey were excluded. Data collection As an approach to explore the satisfaction of UAB medical and nursing students with the basic clinical patient assessment simulation practical, we developed an ad-hoc questionnaire. Interdisciplinary clinical simulation In the 2023-2024 academic year, an innovative teaching methodology was designed and implemented in collaboration with those responsible for the practical clinical subjects in the Nursing and Medical degrees at the UAB Germans Trias i Pujol Teaching Unit. This proposal consisted of conducting a high-fidelity clinical simulation practical called Basic Patient Assessment (BPA). The main innovation of the BPA activity lies in its interdisciplinary nature, thanks to the participation of nursing and medical students, as well as faculty from both degree programs. The main objective of the BPA seminar is for students to form an interdisciplinary working group to assess the patient, develop a diagnostic hypothesis and propose a treatment plan, applying the skills acquired during the course, especially in: anamnesis; clinical reasoning and communication skills. The activity consists of the presentation of a clinical case, played by a volunteer actor, who is completely external to both the teaching staff and the students, in a simulated environment that replicates a hospital emergency room equipped with all the necessary materials and fittings. The BPA practice lasted a total of 2 hours and 45 minutes and was structured in three distinct phases. The first phase consisted of the presentation of the clinical case, the teaching staff, and the dynamics of the activity and also the assignment of roles: one active participant who would participate directly in the simulation, and another acting as observer. The second phase focused on the development of the simulation by the group of students in an environment that recreated a hospital emergency assessment room. The setting had all the necessary equipment and was structured into two spaces: the clinical assessment room and the reporting room. The group of students in the observer role followed the development of the clinical case through the camera system installed in the control room, without interfering in the dynamics of the simulation. Finally, the third phase corresponded to the debriefing, a key space for reflection, critical analysis, and shared learning between students and teachers. A total of 11 sessions were held with the collaboration of four professors, two from the nursing degree program and two from the medical degree program, with a total of 60 students from both programs. Once the simulation practical was completed, a satisfaction questionnaire was distributed, guaranteeing anonymity, confidentiality, and voluntary participation. Satisfaction questionnaire We used a satisfaction scale developed by UAB researchers consisting of 15 questions. The first question was dichotomous, asking students to state whether or not they would recommend this methodology to other students. Questions 2, 3, and 4 were based on a Likert scale from 1 to 10, with 1 being the lowest level of satisfaction and 10 being the highest possible satisfaction, covering three items: organization, educational content, and learning environment. Questions 5 to 13 used a Likert scale from 1 to 5, with 1 being the lowest level of satisfaction and 5 being the highest possible satisfaction. These questions were divided into the following four domains: Introduction and facilitation of information Assessment of how the activity was presented and explained to the student; this includes the clarity of the objectives, the instructions received, and the quality of the information provided to prepare for the simulation. Learning activities Focus on the design and development of simulation tasks; this assesses whether the activities were relevant, useful for learning, and allowed for the practice and development of the desired clinical skills. Supervision and correction Analysis of the quality of the guidance and feedback received from instructors or facilitators; it Includes the usefulness of corrections, support during the activity, and whether the feedback received was constructive for improvement. Learning environment Evaluation of the overall context in which the simulation took place; this includes the realism of the scenario, the material resources available, comfort, and whether the environment was psychologically safe for learning and making mistakes without feeling judged. The intention is that these four domains allow for a structured analysis of the entire experience, from preparation (Introduction) and execution (Activities and Supervision) to the general context (Environment) in which the teaching methodology was carried out. Finally, the questionnaire includes two open-ended questions so that students can freely express their opinions. These questions are: How would you summarize and highlight the activities of this practice? What suggestions do you have for further developing or improving this practice? Ethics approval and consent to participate The present study was conducted in accordance with the principles of the Declaration of Helsinki. This study was conducted in accordance with institutional and international ethical standards for educational research. We presented on our local IRB (Reference UD Germans Trias - 001) and no needing to be presented on Ethical comitte was considered. Prior to participation, all students received written information about the aims and procedures of the study and were explicitly informed that their participation was voluntary and would not influence their academic evaluation. All participants signed an informed consent form agreeing to the anonymous use of their data for research purposes. All collected data were anonymised before analysis, and no identifying information was recorded. The dataset generated during the study is not publicly available due to confidentiality safeguards but can be accessed from the corresponding author upon reasonable request. The students who participated in the satisfaction survey did so entirely voluntarily. The data‑collection form clearly stated that participation was optional, non‑remunerated, unrelated to any academic activity or assessment, and that choosing not to participate simply required not completing the questionnaire. The form also explained the purpose of the data collection and informed participants that aggregated results could be published. No personal or sensitive data was collected, and no information was gathered that could identify individual participants. The survey was completed outside regular class hours, without incentives, pressure, or institutional obligation. Because the study involved only anonymous, voluntary opinions, with no intervention, no risks, and no identifiable data, ethical committee review was not required according to standard guidelines for educational research based on anonymous surveys. Data AvailabilityStatement Study data can be obtained upon reasonable request by contacting the principal investigator or the corresponding author. Data Analysis Quantitative data from the Likert‑scale items were analysed using a structured descriptive statistical approach. For the 1–10 items, measures of central tendency and dispersion (mean, median and standard deviation) were computed to characterise the overall distribution of student responses. For the 1–5 items, frequency and proportional distributions were generated across the five response categories, and weighted item means were calculated to allow domain‑level aggregation. This procedure ensured consistent comparability across items with different response scales and enabled examination of response patterns within and across domains. No inferential statistical tests were applied due to the exploratory and non‑probabilistic design of the study; instead, emphasis was placed on statistical transparency and internal consistency of the descriptive patterns. Qualitative data from the open‑ended questions were examined through inductive content analysis, following systematic stages of open coding, category development and theme consolidation. To enhance analytic rigour, coding was performed independently by two researchers and discrepancies were resolved through consensus. This combined analytical strategy provided a coherent and methodologically robust framework for interpreting both numerical and narrative components of the dataset. RESULTS Of the 60 students, 48 from Medicine and 12 from Nursing, who voluntarily completed the evaluation forms, 43 were women (71.7%) and 7 were men (28.3%). Satisfaction questionnaire When asked whether they would recommend the methodology to other students, 100% of respondents answered yes. The results of the activity evaluation were also very positive, with an average score of 9.7 on a Likert scale of 1 to 10. The educational nature of the activity, with a score of 9.8, was the most highly rated by students (Table 1). The remaining nine questions are divided into four domains: introduction and facilitation of information; learning activities: supervision and correction and learning environment. Three of these domains have two related questions and the learning activities domain has three questions (Table 2). The degree of satisfaction with the introduction and facilitation of information was the lowest value for the domains evaluated with an average of 4.4. The question related to knowing what the practical consisted of before it started stands out negatively, obtaining the lowest score in the entire questionnaire with an average of 4 and 10% of students expressing dissatisfaction. On the other hand, learning activities achieved an average rating of 4.69, with 95% of students considering that clinical practice with simulation and the teaching methodology used were relevant to achieving the learning objectives. Supervision and correction, which was directly linked to the participating teaching staff, obtained the second highest average satisfaction rating with 4.91. Ninety-seven percent of students were very satisfied with the comments received; rating them as very useful and beneficial for their future professional development. The learning environment was the highest-rated domain with an average of 4.95, with 98% of students expressing that they felt safe and free to ask questions. In terms of overall satisfaction for all the responses obtained, 80% of the replies to the questions across all the different domains were rated as very satisfactory and 14% as satisfactory. The questions relate to the information received, the activities carried out, the correction and teaching support, and also the atmosphere created during the activity (Figure 1). Ninety-four percent of students rated this learning experience based on a high-fidelity interdisciplinary clinical simulation methodology positively. Open questions How would you summarize and highlight the activities of this practical? 97% of students answered the question. Usefulness and benefit: this dimension includes comments on the usefulness of interdisciplinary clinical learning with simulation in future work or upcoming internships, where students can apply the knowledge or skills developed during the practice of the activity. Comments such as “it is very useful for putting ourselves in real situations that we encounter as doctors,” “necessary practice for applying knowledge in a real situation,” and “teamwork in situations that we will encounter in the future” stand out. Fifty-five percent (n=33) of respondents refer to this dimension in their comments. Interdisciplinary collaboration: this dimension includes comments that highlight the collaboration between medical and nursing students or the teamwork carried out in the activity, all of which are positive. Comments such as “Learning to work with a patient as a team,” “I find it very important to develop the theory together with nursing students,” and “It has taught me how to communicate with future doctors.” Thirty percent (n=18) of the comments contain this dimension. Methodology, organization, and atmosphere. This dimension includes all comments related to the methodology used by teachers, the assessment of the organization, and the spaces and atmosphere created during the seminar. Comments such as “very realistic clinical simulation,” “good method,” and “appropriate, adapted, and very useful learning method” encompass this dimension and were the most common in the responses. Seventy-seven percent (n=46) of respondents referred to this dimension in their comments. What suggestions do you have for further developing or improving this practice? Seventy-five percent of respondents answered the question, while 25% (n=15) left it blank or said that the activity was perfectly developed and applied. In this case, suggestions and development of the teaching activity were collected in two different dimensions. Future and applicability. This dimension includes all comments related to the applicability of the methodology during health science degrees. Comments such as: “it could last longer and be done throughout the internship period,” “increase the number of joint simulations with nursing,” or “coincide in subjects with medical colleagues.” This accounted for a total of 66.6% (n=30) of the comments on this question. Recommendations for improvement. This dimension includes suggestions for improving the methodology or tools for the specific activity. 33.4% (n=15) of the responses fall under this dimension, with comments such as: “it would be better with smaller groups,” “we should have the option to repeat on subsequent days,” or “the information provided prior to the simulation day should be more complete.” DISCUSSION Student opinion and satisfaction are very important indicators for teachers, so much so that some authors consider them to be indicators of university quality (Hakim, 2014). Teaching activities carried out through clinical learning with interdisciplinary simulation have shown that undergraduate students from both degrees have a very high level of satisfaction and acceptance. This indicates that the research team has achieved its objective of creating a good teaching tool by combining decision-making and interdisciplinary work during clinical practice in a simulated environment, thus ensuring patient safety. As indicated by different authors, decision-making in simulation not only serves to make nursing students aware of their skills and training in their future work, but the interprofessional methodology also makes medical students aware of this and vice versa (Sun et al., 2016; Berragan, 2013 ; Lestander et al., 2016; Fawaz & Hamdan-Mansour, 2016). Few studies describe or analyze interdisciplinary methodology in healthcare degree students, and none in Spain. With the evidence provided by interdisciplinary simulations in the United States and together with the satisfaction results of our study, we can affirm that teaching collaboration between health sciences degrees is very well received and extremely useful for students and improves the quality of learning at the university and for its students (Tofil et al., 2014). Integrating this educational intervention into hospital practical courses could complement the hours needed to free up teaching time for hospital professionals through high-fidelity simulation, achieving realistic but controlled scenarios, such as those encountered by students in hospitals. The literature tells us that the more the simulation environment resembles the real world, the better the learning tool and according to the levels of satisfaction related to this aspect, we have achieved this (Reilly & Spratt, 2007; Haraldseid et al., 2015). As various authors point out, these seminars can also provide us with improvements in student self-esteem and confidence, which are caused by immersion without prior knowledge of the world of work or its environment with clinical practice (Hakim, 2014; Moscaritolo, 2009; Cummings & Connelly, 2016). The participation of a real actor in the simulation has helped to increase the realism of the simulation, with the benefits mentioned above, but it has also improved the students' communication skills. Various authors highlight this fact, and it is also worth noting that it improves interprofessional communication in this case between students, creating links for a common future in the workplace (Antila et al., 2024; Dale MacLaine et al., 2021; Isaksson et al., 2022). Although no simulation can completely replace real clinical practice, this high-fidelity simulation-based educational intervention allows undergraduate health sciences students to work in a safe environment, which has an impact on their motivation and satisfaction. Strengths and limitations of the study The most positive aspects of this work include the ongoing involvement and collaboration of the participating teaching team, as well as the selfless and proactive contribution of the students in the Teaching Unit. On the other hand, among the main limitations are budgetary restrictions, given that the dedication of both the team and the participants was completely altruistic, as well as the logistical difficulties of coordinating common dates within the academic calendars of the different degrees. Future prospects In the near future, the research team plans to conduct a new study to assess not only the degree of satisfaction of students in their second year of nursing and third year of medicine, but also the skills and abilities acquired through this methodology. These courses have been selected because they coincide with their first clinical hospital placements. CONCLUSION The study confirms that interdisciplinary simulation-based clinical learning is a highly effective and well-regarded tool in the training of medical and nursing students. The methodology used has been very well received and rated, highlighting its relevance to clinical training, improving cross-disciplinary skills, and teamwork. The activity has been shown to strengthen decision-making and professional awareness in students from both degrees, allowing for better preparation for the work environment. In addition, collaboration between disciplines has been highly appreciated, facilitating interprofessional communication and improving patient care safety. Opportunities for improvement have been identified, such as providing more comprehensive information prior to the activity and increasing the duration and frequency of simulations. The importance of integrating these seminars into hospital practice courses is also highlighted, allowing for more realistic scenarios in a safe and controlled environment. We affirm that interdisciplinary simulation does not replace actual clinical practice, but represents a tool of great educational value that improves the confidence, learning, and professional interaction of health science students. Declarations Consent for publication All study participants and co‑authors have provided their consent for the publication of this work. Competing Interests The authors state that they have no conflicts of interest and no competing interests to disclose. Funding The study received financial support from the Erasmus+ program (HEAL Grant 2021–2024). Declaration of ethical approval This study was conducted in accordance with institutional and international ethical standards for educational research. We presented on our local and no needing to be presented on Ethical committee was considered. Authors' contributions: 1. Raul Lopez-Salas RN: Designed the study, data recruitement and analysis, and wrote paper. 2. David Parés MD, PhD, FACS: Designed the study and wrote paper. 3. Ariadna Huertas-Zurriaga RN, PhD: Data analysis 4. Daniel Moreno-Martinez MD, PhD: Supervised the study. 5. Cristina Casanovas-Cuellar RN: designed and supervised the study. Abbreviations: Not applicable. Ethics approval and consent to participate: Included in the manuscript. Consent for publication: Included in the manuscript. Availability of data and materials: Included in the manuscript. Competing Interests: Included in the manuscript. Funding: Included in the manuscript. Authors' contributions: Included in the manuscript. Acknowledgements: Not applicable. Funding, Conflicts of Interest, and Data Availability The authors declare that they have not received any financial support from private companies, commercial entities, or third parties that could have influenced the design, implementation, analysis, or reporting of this study. The authors report no conflicts of interest financial, academic, or personal in relation to the content of this manuscript. All data generated and analysed during the study were handled in accordance with institutional guidelines. Because the dataset contains confidential educational information, it cannot be made publicly available; however, anonymised data may be obtained from the corresponding author upon reasonable request. References Antila AK, Lindblom S, Louhiala P, Pyörälä E. Creating a safe space: Medical students’ perspectives on using actor simulations for learning communication skills. BMC Med Educ. 2024;24(1):1225. https://doi.org/10.1186/s12909-024-06184-6 . Berragan L. Conceptualising learning through simulation: An expansive approach for professional and personal learning. Nurse Educ Pract. 2013;13(4):250–5. https://doi.org/10.1016/j.nepr.2013.01.004 . Boletín Oficial del Estado. (2010). Real Decreto 861/2010, de 2 de julio, por el que se modifica el Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales . https://www.boe.es/eli/es/rd/2010/07/02/861 Bridges DR, Davidson RA, Odegard PS, Maki IV, Tomkowiak J. Interprofessional collaboration: Three best practice models of interprofessional education. Med Educ Online. 2011;16(1):6035. https://doi.org/10.3402/meo.v16i0.6035 . Cummings CL, Connelly LK. Can nursing students’ confidence levels increase with repeated simulation activities? Nurse Educ Today. 2016;36:419–21. https://doi.org/10.1016/j.nedt.2015.11.004 . Dale MacLaine T, Lowe N, Dale J. The use of simulation in medical student education on the topic of breaking bad news: A systematic review. Patient Educ Couns. 2021;104(11):2670–81. https://doi.org/10.1016/j.pec.2021.04.004 . Fawaz MA, Hamdan-Mansour AM. Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. Nurse Educ Today. 2016;46:36–42. https://doi.org/10.1016/j.nedt.2016.08.026 . Hakim A. (2014). Nursing students’ satisfaction about their field of study. Journal of Advances in Medical Education & Professionalism, 2 (2), 82–87. Haraldseid, C., Friberg, F., & Aase, K. (2015). Nursing students’ perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study. Nurse Education Today, 35 (9), e1–e6. https://doi.org/10.1016/j.nedt.2015.03.015 Horsley TL, Reed T, Muccino K, Quinones D, Siddall VJ, McCarthy J. Developing a foundation for interprofessional education within nursing and medical curricula. Nurse Educ. 2016;41(5):234–8. https://doi.org/10.1097/NNE.0000000000000255 . Interprofessional Education Collaborative. IPEC core competencies for interprofessional collaborative practice: Version 3. Interprofessional Education Collaborative; 2023. https://www.ipecollaborative.org/ . Isaksson J, Krabbe J, Ramklint M. Medical students’ experiences of working with simulated patients in challenging communication training. Adv Simul. 2022;7(1):32. https://doi.org/10.1186/s41077-022-00230-3 . Jung H, Park KH, Min YH, Ji E. The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean J Med Educ. 2020;32(2):131–42. https://doi.org/10.3946/kjme.2020.161 . Kolb DA. Experiential learning: Experience as the source of learning and development. Prentice-Hall; 1984. Lestander Ö, Lehto N, Engström Å. Nursing students’ perceptions of learning after high-fidelity simulation: Effects of a three-step post-simulation reflection model. Nurse Educ Today. 2016;40:219–24. https://doi.org/10.1016/j.nedt.2016.03.011 . Margolis CZ, Deckelbaum RJ, Henkin Y, Baram S, Cooper P, Alkan ML. A medical school for international health run by international partners. Acad Med. 2004;79(8):744–51. https://doi.org/10.1097/00001888-200408000-00005 . McGregor SLT. (2004). The nature of transdisciplinary research and practice . ResearchGate. https://www.researchgate.net/publication/238606943 Portero, M. (2018). Tendiendo puentes entre la neurociencia y la innovación educativa. Aula de Innovación , 35–39. Reilly A, Spratt C. The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: A case report from the University of Tasmania. Nurse Educ Today. 2007;27(6):542–50. https://doi.org/10.1016/j.nedt.2006.08.015 . Rodríguez-Gallego MR. El aprendizaje-servicio como estrategia metodológica en la universidad. Revista Complutense de Educación. 2014;25(1):95–113. Rousseau R, Zhang L, Hu X. Knowledge integration: Its meaning and measurement. Springer Handbook of Science and Technology Indicators. Springer International Publishing; 2019. pp. 69–94. Saidin NF, Halim A, N. D., Yahaya N. A review of research on augmented reality in education: Advantages and applications. Int Educ Stud. 2015;8(13). https://doi.org/10.5539/ies.v8n13p1 . Saylor J, Vernoony S, Selekman J, Cowperthwait A. Interprofessional education using a palliative care simulation. Nurse Educ. 2016;41(3):125–9. https://doi.org/10.1097/NNE.0000000000000228 . Sun F-K, Long A, Tseng YS, Huang H-M, You J-H, Chiang C-Y. Undergraduate student nurses’ lived experiences of anxiety during their first clinical practicum: A phenomenological study. Nurse Educ Today. 2016;37:21–6. https://doi.org/10.1016/j.nedt.2015.11.001 . Tofil NM, Morris JL, Peterson DT, Watts P, Epps C, Harrington KF, Leon K, Pierce C, White ML. Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship. J Hosp Med. 2014;9(3):189–92. https://doi.org/10.1002/jhm.2126 . World Health Organization. (2021). Global strategic directions for nursing and midwifery 2021–2025 . World Health Organization. https://iris.who.int/bitstream/handle/10665/344562/9789240033863-eng.pdf Tables Table 1. Results of assessment of clinical simulation Likert (1-10) Mean Evaluate the organization of the activity 9.47 Evaluate the educational nature of the activity 9.82 Evaluate the learning environment during the activity 9.71 General 9.66 Table 2. Results of satisfaction questionnaire about clinical simulation Domain Question Very satisfied Fairly satisfied Satisfied Unsatisfied Very unsatisfied Total, question Total, Domain Introduction and provision of information I understood what this practical involved before I started. n=24 (40%) n=18 (30%) n=12 (20% ) n=6 (10%) n=0 (0%) 4 4,4 The initial instructions were clear and complete. n=49 (82%) n=10 (17%) n=1 (1%) n=0 (0%) n=0 (0%) 4,8 Learning activities (LA) The LAs in this practical were relevant to achieving the learning objectives. n=57 (95%) n=3 (5%) n=0 (0%) n=0 (0%) n=0 (0%) 4,95 4.69 During this practice, the LAs aligned with my prior knowledge and skills. n=33 (55%) n=20 (33%) n=7 (12%) n=0 (0%) n=0 (0%) 4.43 There were plenty of opportunities to learn during this practical. n=46 (77%) n=10 (17%) n=4 (6%) n=0 (0%) n=0 (0%) 4.7 Supervision and correction I received sufficient feedback or corrections on my performance during the practical session. n=52 (87%) n=8 (13%) n=0 (0%) n=0 (0%) n=0 (0%) 4.87 4.91 The comments I received were valuable and useful. n=58 (97%) n=2 (3%) n=0 (0%) n=0 (0%) n=0 (0%) 4.97 Learning environment I felt accepted during this practical. n=56 (93%) n=3(5%) n=1 (2%) n=0 (0%) n=0 (0%) 4.92 4.95 I felt free to ask questions during this practical. n=59 (98%) n=1(2%) n=0 (0%) n=0 (0%) n=0 (0%) 4.98 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 05 Apr, 2026 Editor assigned by journal 05 Apr, 2026 Editor invited by journal 02 Apr, 2026 Submission checks completed at journal 01 Apr, 2026 First submitted to journal 01 Apr, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9071873","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":619327957,"identity":"24e807f0-4206-421b-82e2-7e6fbac5898c","order_by":0,"name":"Raul Lopez-Salas","email":"","orcid":"","institution":"Universitat Autònoma de Barcelona","correspondingAuthor":false,"prefix":"","firstName":"Raul","middleName":"","lastName":"Lopez-Salas","suffix":""},{"id":619327958,"identity":"97fbef88-1cf2-48a4-b919-a9fae9d6592a","order_by":1,"name":"David Parés","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA4ElEQVRIie3OsQrCMBCA4ZNCXU67pou+QkTQSXwVS8Gpm4ugm2A3XTPUd0kp6BLoWrCDUohLBydHsbbi2OgmmJ8MCeTjDkCn+8V4cbC6Nk7l8xti0IoYagIvYpKPSPsgejyHtDv0fbnAZQqWH9dvZwuPhgHIXiDE4Ih7CUS49VMon04ihKjBiGce0YyAgorEsiRj1r3IGd4LYmUKkrj8SRxGYGC01gUhiil2kvEwoNJl6PXt3UYiSTJaS9qxs7rm83TEmofzNb+lHWvrnOrHVOvx9xU/+F7GlT90Op3uj3sAtFpNspefi4UAAAAASUVORK5CYII=","orcid":"","institution":"Can Ruti s/n Badalona (Barcelona)","correspondingAuthor":true,"prefix":"","firstName":"David","middleName":"","lastName":"Parés","suffix":""},{"id":619327959,"identity":"40bcb6e4-19eb-4691-8cec-5a17fca0544c","order_by":2,"name":"Ariadna Huertas-Zurriaga","email":"","orcid":"","institution":"Universitat Autònoma de Barcelona","correspondingAuthor":false,"prefix":"","firstName":"Ariadna","middleName":"","lastName":"Huertas-Zurriaga","suffix":""},{"id":619327960,"identity":"a5f373e2-17b3-44c8-9884-10303a25cfcc","order_by":3,"name":"Daniel Moreno-Martinez","email":"","orcid":"","institution":"Germans Trias i Pujol University Hospital","correspondingAuthor":false,"prefix":"","firstName":"Daniel","middleName":"","lastName":"Moreno-Martinez","suffix":""},{"id":619327961,"identity":"81b0ef9f-9c7c-4f97-9f71-62be44d1c947","order_by":4,"name":"Cristina Casanovas","email":"","orcid":"","institution":"Universitat Autònoma de Barcelona","correspondingAuthor":false,"prefix":"","firstName":"Cristina","middleName":"","lastName":"Casanovas","suffix":""}],"badges":[],"createdAt":"2026-03-09 10:54:17","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9071873/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9071873/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":106702647,"identity":"8d63aa80-6729-4db4-8e93-6a58b285f966","added_by":"auto","created_at":"2026-04-12 07:34:13","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":4431,"visible":true,"origin":"","legend":"\u003cp\u003eOverall satisfaction among Medical and nursing students about interdisciplinary clinical simulation\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-9071873/v1/4f351a64086b44ce6f8b7351.png"},{"id":106728146,"identity":"2a4d9c7a-0f43-49f3-a923-514cd4607444","added_by":"auto","created_at":"2026-04-12 18:41:58","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":530012,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9071873/v1/15e1ee62-0da7-4cce-ac4b-9ca19003856e.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eInterdisciplinary Simulation in Clinical Training: Learning and Satisfaction of Nursing and Medical Students\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eOne of the main challenges facing university teachers in the health sciences is to integrate theoretical and practical knowledge in a useful, realistic way that is adapted to the current learning context. Practical experience allows students to incorporate specific knowledge and skills related to their discipline through action and reflection.\u003c/p\u003e\n\u003cp\u003eClinical learning through internships in university hospitals allows students to develop reflective competencies and integrate knowledge and abilities. These training experiences contribute to the internalization and socialization of the professional and human values inherent in health sciences practice.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eClinical practical courses carry a lot of weight in terms of credits in health sciences degrees in our country. European directives and Spanish university education law recognize and regulate the minimum credits for supervised practice in health sciences degrees, increasing the presence of students in the professional environment of healthcare centres.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis regulatory framework makes it very difficult to accommodate the large number of health science students in university hospitals and provide them with high-quality clinical practice. These practicals should build confidence in students and adequately prepare them for the acquisition of skills. University hospitals are key partners in the training of future healthcare professionals, and the current situation forces us to reflect on the sustainability of the training model. Insufficient practical learning could compromise the quality of future healthcare and put patient safety at risk\u0026nbsp;(Margolis et al., 2004).\u003c/p\u003e\n\u003cp\u003eFaced with this challenge, one of the most recent trends is to combine innovative, high-quality teaching methods with traditional practice in university hospitals. Some of the most innovative methods include learning and teaching methods such as interdisciplinary learning, peer learning, simulation, online teaching, video training, covert tutoring, virtual reality, virtual reflective journals, mobile applications, and immersive technologies (Portero, 2018; Rodríguez-Gallego, 2014 ; Saidin et al., 2015).\u003c/p\u003e\n\u003cp\u003eInterdisciplinarity included in one of these innovative methodologies can have different meanings, but one of the most widely accepted definitions, which is repeated throughout the scientific literature, is that provided by the US National Academy of Sciences, in which the key concept is to respond to or solve problems whose solutions are beyond the scope of a single discipline (World Health Organization, 2021) .This is very different from multidisciplinary, which is the practice of working based on the juxtaposition of theoretical and methodological models belonging to different disciplines to address a specific problem; in this approach, each specialist works separately, with little or no synergy between researchers from the different fields involved (Rousseau et al., 2019).\u003c/p\u003e\n\u003cp\u003eWe found very few European scientific studies based on teaching methodologies involving interdisciplinary collaboration between health sciences undergraduates using simulation as the main activity. Some of them in Northern Europe confirm that this practice has high levels of satisfaction and is very useful for acquiring skills in practical clinical subjects (McGregor, 2004). \u0026nbsp; In contrast, we find much more literature in North America with significant results supporting the hypothesis that interdisciplinary simulation improves the skill of communicating of self-efficacy and of each discipline and the understanding of the role of each profession (Tofil et al., 2014; Saylor et al., 2016; Horsley et al., 2016).\u003c/p\u003e\n\u003cp\u003eIn particular, the development of these collaborative skills is crucial, since healthcare teams in university hospitals must have experience in their respective disciplines. However, if they want to provide optimal quality service they must also communicate and collaborate with other professionals, which increases patient satisfaction, reduces healthcare costs and reduces the rate of clinical errors, in turn increasing patient safety and quality of care. (Jung et al., 2020; Bridges et al., 2011).\u003c/p\u003e\n\u003cp\u003eThe decision to add interdisciplinary undergraduate collaboration to clinical practicals is supported by the World Health Organization (WHO), which highlights education as one of the strategic areas for the development of nursing. It emphasises the need to design programs based on competencies aligned with the health needs of the population and capable of offering opportunities for interprofessional collaboration. This way students are adequately prepared for collaborative work \u0026nbsp;(World Health Organization, 2021).\u003c/p\u003e\n\u003cp\u003eIn our teaching unit, medical and nursing students share the same physical space, but they do not share or interact with each other in their subjects. Knowing that they will have a common professional future and will share a university hospital during their internships, our teaching team designed an innovative methodology combining interdisciplinary teaching, high-fidelity simulation, and cooperation between health degrees to generate high-quality healthcare in the hospitals of the future.\u003c/p\u003e\n\u003cp\u003eFrom a theoretical perspective, this study is grounded in experiential learning models and interprofessional education frameworks that emphasise the integration of clinical reasoning, communication, and collaborative practice. High‑fidelity simulation aligns with Kolb’s (1984) experiential learning cycle, offering opportunities for concrete experience, reflective observation, and active experimentation within realistic conditions. In parallel, the Interprofessional Education Collaborative competencies highlight the importance of teamwork, shared decision‑making, and role understanding as essential components of safe and effective clinical practice (Interprofessional Education Collaborative, 2023). Despite the growing international evidence supporting simulation‑based IPE, research in European contexts remains scarce and under‑theorised. By positioning the activity within these established conceptual models, this study seeks to contribute to the theoretical understanding of how interdisciplinary simulation enhances the future socialisation, cognitive integration, and interprofessional readiness among undergraduate learners in the health sciences.\u0026nbsp;\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003e\u003cu\u003eStudy design\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eObservational, analytical, cross-sectional, and prospective study of third-year medical students and second-year nursing students enrolled in clinical practice courses at the Germans Trias i Pujol teaching unit of the UAB during the 2023-2024 academic year, using non-probabilistic convenience sampling.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eInclusion and exclusion criteria\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eSecond-year nursing students and fourth-year medical students enrolled in the subjects Practicum I and Medical-Surgical Practice 2 and General and Digestive Surgery, from their respective degrees, were included. As an inclusion criterion for the study, students must have participated in the basic patient assessment simulation seminar. Students who expressed their unwillingness to participate in the basic patient assessment simulation seminar and/or did not complete their satisfaction survey were excluded.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eData collection\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eAs an approach to explore the satisfaction of UAB medical and nursing students with the basic clinical patient assessment simulation practical, we developed an \u003cem\u003ead-hoc\u003c/em\u003e questionnaire.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eInterdisciplinary clinical simulation\u0026nbsp;\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eIn the 2023-2024 academic year, an innovative teaching methodology was designed and implemented in collaboration with those responsible for the practical clinical subjects in the Nursing and Medical degrees at the UAB Germans Trias i Pujol Teaching Unit. This proposal consisted of conducting a high-fidelity clinical simulation practical called Basic Patient Assessment (BPA).\u003c/p\u003e\n\u003cp\u003eThe main innovation of the BPA activity lies in its interdisciplinary nature, thanks to the participation of nursing and medical students, as well as faculty from both degree programs.\u003c/p\u003e\n\u003cp\u003eThe main objective of the BPA seminar is for students to form an interdisciplinary working group to assess the patient, develop a diagnostic hypothesis and propose a treatment plan, applying the skills acquired during the course, especially in: anamnesis; clinical reasoning and communication skills.\u003c/p\u003e\n\u003cp\u003eThe activity consists of the presentation of a clinical case, played by a volunteer actor, who is completely external to both the teaching staff and the students, in a simulated environment that replicates a hospital emergency room equipped with all the necessary materials and fittings.\u003c/p\u003e\n\u003cp\u003eThe BPA practice lasted a total of 2 hours and 45 minutes and was structured in three distinct phases.\u003c/p\u003e\n\u003cp\u003eThe first phase consisted of the presentation of the clinical case, the teaching staff, and the dynamics of the activity and also the assignment of roles: one active participant who would participate directly in the simulation, and another acting as observer.\u003c/p\u003e\n\u003cp\u003eThe second phase focused on the development of the simulation by the group of students in an environment that recreated a hospital emergency assessment room. The setting had all the necessary equipment and was structured into two spaces: the clinical assessment room and the reporting room.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe group of students in the observer role followed the development of the clinical case through the camera system installed in the control room, without interfering in the dynamics of the simulation.\u003c/p\u003e\n\u003cp\u003eFinally, the third phase corresponded to the debriefing, a key space for reflection, critical analysis, and shared learning between students and teachers.\u003c/p\u003e\n\u003cp\u003eA total of 11 sessions were held with the collaboration of four professors, two from the nursing degree program and two from the medical degree program, with a total of 60 students from both programs.\u003c/p\u003e\n\u003cp\u003eOnce the simulation practical was completed, a satisfaction questionnaire was distributed, guaranteeing anonymity, confidentiality, and voluntary participation.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eSatisfaction questionnaire\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eWe used a satisfaction scale developed by UAB researchers consisting of 15 questions. The first question was dichotomous, asking students to state whether or not they would recommend this methodology to other students. Questions 2, 3, and 4 were based on a Likert scale from 1 to 10, with 1 being the lowest level of satisfaction and 10 being the highest possible satisfaction, covering three items: organization, educational content, and learning environment. Questions 5 to 13 used a Likert scale from 1 to 5, with 1 being the lowest level of satisfaction and 5 being the highest possible satisfaction. These questions were divided into the following four domains:\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eIntroduction and facilitation of information\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eAssessment of how the activity was presented and explained to the student; this includes the clarity of the objectives, the instructions received, and the quality of the information provided to prepare for the simulation.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eLearning activities\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eFocus on the design and development of simulation tasks; this assesses whether the activities were relevant, useful for learning, and allowed for the practice and development of the desired clinical skills.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eSupervision and correction\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eAnalysis of the quality of the guidance and feedback received from instructors or facilitators; it Includes the usefulness of corrections, support during the activity, and whether the feedback received was constructive for improvement.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eLearning environment\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eEvaluation of the overall context in which the simulation took place; this includes the realism of the scenario, the material resources available, comfort, and whether the environment was psychologically safe for learning and making mistakes without feeling judged.\u003c/p\u003e\n\u003cp\u003eThe intention is that these four domains allow for a structured analysis of the entire experience, from preparation (Introduction) and execution (Activities and Supervision) to the general context (Environment) in which the teaching methodology was carried out.\u003c/p\u003e\n\u003cp\u003eFinally, the questionnaire includes two open-ended questions so that students can freely express their opinions. These questions are: How would you summarize and highlight the activities of this practice? What suggestions do you have for further developing or improving this practice?\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eEthics approval and consent to participate\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThe present study was conducted in accordance with the principles of the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with institutional and international ethical standards for educational research. We presented on our local IRB (Reference UD Germans Trias - 001) and no needing to be presented on Ethical comitte was considered.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePrior to participation, all students received written information about the aims and procedures of the study and were explicitly informed that their participation was voluntary and would not influence their academic evaluation. All participants signed an informed consent form agreeing to the anonymous use of their data for research purposes. All collected data were anonymised before analysis, and no identifying information was recorded. The dataset generated during the study is not publicly available due to confidentiality safeguards but can be accessed from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003eThe students who participated in the satisfaction survey did so entirely voluntarily. The data‑collection form clearly stated that participation was optional, non‑remunerated, unrelated to any academic activity or assessment, and that choosing not to participate simply required not completing the questionnaire. The form also explained the purpose of the data collection and informed participants that aggregated results could be published.\u003c/p\u003e\n\u003cp\u003eNo personal or sensitive data was collected, and no information was gathered that could identify individual participants. The survey was completed outside regular class hours, without incentives, pressure, or institutional obligation.\u003c/p\u003e\n\u003cp\u003eBecause the study involved only anonymous, voluntary opinions, with no intervention, no risks, and no identifiable data, ethical committee review was not required according to standard guidelines for educational research based on anonymous surveys.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eData AvailabilityStatement\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eStudy data can be obtained upon reasonable request by contacting the principal investigator or the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eData Analysis\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eQuantitative data from the Likert‑scale items were analysed using a structured descriptive statistical approach. For the 1–10 items, measures of central tendency and dispersion (mean, median and standard deviation) were computed to characterise the overall distribution of student responses. For the 1–5 items, frequency and proportional distributions were generated across the five response categories, and weighted item means were calculated to allow domain‑level aggregation. This procedure ensured consistent comparability across items with different response scales and enabled examination of response patterns within and across domains. No inferential statistical tests were applied due to the exploratory and non‑probabilistic design of the study; instead, emphasis was placed on statistical transparency and internal consistency of the descriptive patterns. Qualitative data from the open‑ended questions were examined through inductive content analysis, following systematic stages of open coding, category development and theme consolidation. To enhance analytic rigour, coding was performed independently by two researchers and discrepancies were resolved through consensus. This combined analytical strategy provided a coherent and methodologically robust framework for interpreting both numerical and narrative components of the dataset.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003eOf the 60 students, 48 from Medicine and 12 from Nursing, who voluntarily completed the evaluation forms, 43 were women (71.7%) and 7 were men (28.3%).\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eSatisfaction questionnaire\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eWhen asked whether they would recommend the methodology to other students, 100% of respondents answered yes. The results of the activity evaluation were also very positive, with an average score of 9.7 on a Likert scale of 1 to 10. The educational nature of the activity, with a score of 9.8, was the most highly rated by students (Table 1).\u003c/p\u003e\n\u003cp\u003eThe remaining nine questions are divided into four domains: introduction and facilitation of information; learning activities: supervision and correction and learning environment. Three of these domains have two related questions and the learning activities domain has three questions (Table 2).\u003c/p\u003e\n\u003cp\u003eThe degree of satisfaction with the introduction and facilitation of information was the lowest value for the domains evaluated with an average of 4.4. The question related to knowing what the practical consisted of before it started stands out negatively, obtaining the lowest score in the entire questionnaire with an average of 4 and 10% of students expressing dissatisfaction.\u003c/p\u003e\n\u003cp\u003eOn the other hand, learning activities achieved an average rating of 4.69, with 95% of students considering that clinical practice with simulation and the teaching methodology used were relevant to achieving the learning objectives.\u003c/p\u003e\n\u003cp\u003eSupervision and correction, which was directly linked to the participating teaching staff, obtained the second highest average satisfaction rating with 4.91. Ninety-seven percent of students were very satisfied with the comments received; rating them as very useful and beneficial for their future professional development.\u003c/p\u003e\n\u003cp\u003eThe learning environment was the highest-rated domain with an average of 4.95, with 98% of students expressing that they felt safe and free to ask questions.\u003c/p\u003e\n\u003cp\u003eIn terms of overall satisfaction for all the responses obtained, 80% of the replies to the questions across all the different domains were rated as very satisfactory and 14% as satisfactory. The questions relate to the information received, the activities carried out, the correction and teaching support, and \u0026nbsp;also the atmosphere created during the activity (Figure 1).\u003c/p\u003e\n\u003cp\u003eNinety-four percent of students rated this learning experience based on a high-fidelity interdisciplinary clinical simulation methodology positively.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eOpen questions\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eHow would you summarize and highlight the activities of this practical?\u003c/p\u003e\n\u003cp\u003e97% of students answered the question.\u003c/p\u003e\n\u003cp\u003eUsefulness and benefit: this dimension includes comments on the usefulness of interdisciplinary clinical learning with simulation in future work or upcoming internships, where students can apply the knowledge or skills developed during the practice of the activity. Comments such as “it is very useful for putting ourselves in real situations that we encounter as doctors,” “necessary practice for applying knowledge in a real situation,” and “teamwork in situations that we will encounter in the future” stand out. Fifty-five percent (n=33) of respondents refer to this dimension in their comments.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eInterdisciplinary collaboration: this dimension includes comments that highlight the collaboration between medical and nursing students or the teamwork carried out in the activity, all of which are positive. Comments such as “Learning to work with a patient as a team,” “I find it very important to develop the theory together with nursing students,” and “It has taught me how to communicate with future doctors.” Thirty percent (n=18) of the comments contain this dimension.\u003c/p\u003e\n\u003cp\u003eMethodology, organization, and atmosphere. This dimension includes all comments related to the methodology used by teachers, the assessment of the organization, and the spaces and atmosphere created during the seminar. Comments such as “very realistic clinical simulation,” “good method,” and “appropriate, adapted, and very useful learning method” encompass this dimension and were the most common in the responses. Seventy-seven percent (n=46) of respondents referred to this dimension in their comments.\u003c/p\u003e\n\u003cp\u003eWhat suggestions do you have for further developing or improving this practice?\u003c/p\u003e\n\u003cp\u003eSeventy-five percent of respondents answered the question, while 25% (n=15) left it blank or said that the activity was perfectly developed and applied. In this case, suggestions and development of the teaching activity were collected in two different dimensions.\u003c/p\u003e\n\u003cp\u003eFuture and applicability. This dimension includes all comments related to the applicability of the methodology during health science degrees. Comments such as: “it could last longer and be done throughout the internship period,” “increase the number of joint simulations with nursing,” or “coincide in subjects with medical colleagues.” This accounted for a total of 66.6% (n=30) of the comments on this question.\u003c/p\u003e\n\u003cp\u003eRecommendations for improvement. This dimension includes suggestions for improving the methodology or tools for the specific activity. 33.4% (n=15) of the responses fall under this dimension, with comments such as: “it would be better with smaller groups,” “we should have the option to repeat on subsequent days,” or “the information provided prior to the simulation day should be more complete.”\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eStudent opinion and satisfaction are very important indicators for teachers, so much so that some authors consider them to be indicators of university quality (Hakim, 2014).\u003c/p\u003e\n\u003cp\u003eTeaching activities carried out through clinical learning with interdisciplinary simulation have shown that undergraduate students from both degrees have a very high level of satisfaction and acceptance. This indicates that the research team has achieved its objective of creating a good teaching tool by combining decision-making and interdisciplinary work during clinical practice in a simulated environment, thus ensuring patient safety.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;As indicated by different authors, decision-making in simulation not only serves to make nursing students aware of their skills and training in their future work, but the interprofessional methodology also makes medical students aware of this and vice versa\u0026nbsp;(Sun et al., 2016; Berragan, 2013 ; Lestander et al., 2016; Fawaz \u0026amp; Hamdan-Mansour, 2016).\u003c/p\u003e\n\u003cp\u003eFew studies describe or analyze interdisciplinary methodology in healthcare degree students, and none in Spain. With the evidence provided by interdisciplinary simulations in the United States and together with the satisfaction results of our study, we can affirm that teaching collaboration between health sciences degrees is very well received and extremely useful for students and improves the quality of learning at the university and for its students (Tofil et al., 2014).\u003c/p\u003e\n\u003cp\u003eIntegrating this educational intervention into hospital practical courses could complement the hours needed to free up teaching time for hospital professionals through high-fidelity simulation, achieving realistic but controlled scenarios, such as those encountered by students in hospitals. The literature tells us that the more the simulation environment resembles the real world, the better the learning tool and according to the levels of satisfaction related to this aspect, we have achieved this (Reilly \u0026amp; Spratt, 2007; Haraldseid et al., 2015). As various authors point out, these seminars can also provide us with improvements in student self-esteem and confidence, which are caused by immersion without prior knowledge of the world of work or its environment with clinical practice (Hakim, 2014; Moscaritolo, 2009; Cummings \u0026amp; Connelly, 2016).\u003c/p\u003e\n\u003cp\u003eThe participation of a real actor in the simulation has helped to increase the realism of the simulation, with the benefits mentioned above, but it has also improved the students' communication skills. Various authors highlight this fact, and it is also worth noting that it improves interprofessional communication in this case between students, creating links for a common future in the workplace (Antila et al., 2024; Dale MacLaine et al., 2021; Isaksson et al., 2022).\u003c/p\u003e\n\u003cp\u003eAlthough no simulation can completely replace real clinical practice, this high-fidelity simulation-based educational intervention allows undergraduate health sciences students to work in a safe environment, which has an impact on their motivation and satisfaction.\u003c/p\u003e\n\u003cp\u003eStrengths and limitations of the study\u003c/p\u003e\n\u003cp\u003eThe most positive aspects of this work include the ongoing involvement and collaboration of the participating teaching team, as well as the selfless and proactive contribution of the students in the Teaching Unit.\u003c/p\u003e\n\u003cp\u003eOn the other hand, among the main limitations are budgetary restrictions, given that the dedication of both the team and the participants was completely altruistic, as well as the logistical difficulties of coordinating common dates within the academic calendars of the different degrees.\u003c/p\u003e\n\u003cp\u003eFuture prospects\u003c/p\u003e\n\u003cp\u003eIn the near future, the research team plans to conduct a new study to assess not only the degree of satisfaction of students in their second year of nursing and third year of medicine, but also the skills and abilities acquired through this methodology. These courses have been selected because they coincide with their first clinical hospital placements.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe study confirms that interdisciplinary simulation-based clinical learning is a highly effective and well-regarded tool in the training of medical and nursing students. The methodology used has been very well received and rated, highlighting its relevance to clinical training, improving cross-disciplinary skills, and teamwork.\u003c/p\u003e\n\u003cp\u003eThe activity has been shown to strengthen decision-making and professional awareness in students from both degrees, allowing for better preparation for the work environment. In addition, collaboration between disciplines has been highly appreciated, facilitating interprofessional communication and improving patient care safety.\u003c/p\u003e\n\u003cp\u003eOpportunities for improvement have been identified, such as providing more comprehensive information prior to the activity and increasing the duration and frequency of simulations. The importance of integrating these seminars into hospital practice courses is also highlighted, allowing for more realistic scenarios in a safe and controlled environment.\u003c/p\u003e\n\u003cp\u003eWe affirm that interdisciplinary simulation does not replace actual clinical practice, but represents a tool of great educational value that improves the confidence, learning, and professional interaction of health science students.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cu\u003eConsent for publication\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eAll study participants and co‑authors have provided their consent for the publication of this work.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eCompeting Interests\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThe authors state that they have no conflicts of interest and no competing interests to disclose.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eFunding\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThe study received financial support from the Erasmus+ program (HEAL Grant 2021–2024).\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eDeclaration of ethical approval\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with institutional and international ethical standards for educational research. We presented on our local and no needing to be presented on Ethical committee was considered.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eAuthors' contributions:\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003e1. Raul Lopez-Salas RN: Designed the study, data recruitement and analysis, and wrote paper.\u003c/p\u003e\n\u003cp\u003e2. David Parés MD, PhD, FACS: Designed the study and wrote paper.\u003c/p\u003e\n\u003cp\u003e3. Ariadna Huertas-Zurriaga RN, PhD: Data analysis\u003c/p\u003e\n\u003cp\u003e4. Daniel Moreno-Martinez MD, PhD: Supervised the study.\u003c/p\u003e\n\u003cp\u003e5. Cristina Casanovas-Cuellar RN: designed and supervised the study.\u003c/p\u003e\n\u003cp\u003eAbbreviations: Not applicable.\u003c/p\u003e\n\u003cp\u003eEthics approval and consent to participate: Included in the manuscript.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Consent for publication: Included in the manuscript.\u003c/p\u003e\n\u003cp\u003eAvailability of data and materials: Included in the manuscript.\u003c/p\u003e\n\u003cp\u003eCompeting Interests: Included in the manuscript.\u003c/p\u003e\n\u003cp\u003eFunding: Included in the manuscript. \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAuthors' contributions: Included in the manuscript.\u003c/p\u003e\n\u003cp\u003eAcknowledgements: Not applicable.\u003c/p\u003e\n\u003cp\u003eFunding, Conflicts of Interest, and Data Availability\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have not received any financial support from private companies, commercial entities, or third parties that could have influenced the design, implementation, analysis, or reporting of this study. The authors report no conflicts of interest financial, academic, or personal in relation to the content of this manuscript. All data generated and analysed during the study were handled in accordance with institutional guidelines. Because the dataset contains confidential educational information, it cannot be made publicly available; however, anonymised data may be obtained from the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAntila AK, Lindblom S, Louhiala P, Py\u0026ouml;r\u0026auml;l\u0026auml; E. Creating a safe space: Medical students\u0026rsquo; perspectives on using actor simulations for learning communication skills. BMC Med Educ. 2024;24(1):1225. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1186/s12909-024-06184-6\u003c/span\u003e\u003cspan address=\"10.1186/s12909-024-06184-6\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBerragan L. Conceptualising learning through simulation: An expansive approach for professional and personal learning. Nurse Educ Pract. 2013;13(4):250\u0026ndash;5. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.nepr.2013.01.004\u003c/span\u003e\u003cspan address=\"10.1016/j.nepr.2013.01.004\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBolet\u0026iacute;n Oficial del Estado. (2010). \u003cem\u003eReal Decreto 861/2010, de 2 de julio, por el que se modifica el Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenaci\u0026oacute;n de las ense\u0026ntilde;anzas universitarias oficiales\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.boe.es/eli/es/rd/2010/07/02/861\u003c/span\u003e\u003cspan address=\"https://www.boe.es/eli/es/rd/2010/07/02/861\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBridges DR, Davidson RA, Odegard PS, Maki IV, Tomkowiak J. Interprofessional collaboration: Three best practice models of interprofessional education. Med Educ Online. 2011;16(1):6035. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3402/meo.v16i0.6035\u003c/span\u003e\u003cspan address=\"10.3402/meo.v16i0.6035\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCummings CL, Connelly LK. Can nursing students\u0026rsquo; confidence levels increase with repeated simulation activities? Nurse Educ Today. 2016;36:419\u0026ndash;21. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.nedt.2015.11.004\u003c/span\u003e\u003cspan address=\"10.1016/j.nedt.2015.11.004\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDale MacLaine T, Lowe N, Dale J. The use of simulation in medical student education on the topic of breaking bad news: A systematic review. Patient Educ Couns. 2021;104(11):2670\u0026ndash;81. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.pec.2021.04.004\u003c/span\u003e\u003cspan address=\"10.1016/j.pec.2021.04.004\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFawaz MA, Hamdan-Mansour AM. Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students. Nurse Educ Today. 2016;46:36\u0026ndash;42. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.nedt.2016.08.026\u003c/span\u003e\u003cspan address=\"10.1016/j.nedt.2016.08.026\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHakim A. (2014). Nursing students\u0026rsquo; satisfaction about their field of study. \u003cem\u003eJournal of Advances in Medical Education \u0026amp; Professionalism, 2\u003c/em\u003e(2), 82\u0026ndash;87. Haraldseid, C., Friberg, F., \u0026amp; Aase, K. (2015). Nursing students\u0026rsquo; perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study. \u003cem\u003eNurse Education Today, 35\u003c/em\u003e(9), e1\u0026ndash;e6. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.nedt.2015.03.015\u003c/span\u003e\u003cspan address=\"10.1016/j.nedt.2015.03.015\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHorsley TL, Reed T, Muccino K, Quinones D, Siddall VJ, McCarthy J. Developing a foundation for interprofessional education within nursing and medical curricula. Nurse Educ. 2016;41(5):234\u0026ndash;8. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1097/NNE.0000000000000255\u003c/span\u003e\u003cspan address=\"10.1097/NNE.0000000000000255\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eInterprofessional Education Collaborative. IPEC core competencies for interprofessional collaborative practice: Version 3. Interprofessional Education Collaborative; 2023. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.ipecollaborative.org/\u003c/span\u003e\u003cspan address=\"https://www.ipecollaborative.org/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eIsaksson J, Krabbe J, Ramklint M. Medical students\u0026rsquo; experiences of working with simulated patients in challenging communication training. Adv Simul. 2022;7(1):32. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1186/s41077-022-00230-3\u003c/span\u003e\u003cspan address=\"10.1186/s41077-022-00230-3\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJung H, Park KH, Min YH, Ji E. The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean J Med Educ. 2020;32(2):131\u0026ndash;42. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.3946/kjme.2020.161\u003c/span\u003e\u003cspan address=\"10.3946/kjme.2020.161\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKolb DA. Experiential learning: Experience as the source of learning and development. Prentice-Hall; 1984.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLestander \u0026Ouml;, Lehto N, Engstr\u0026ouml;m \u0026Aring;. Nursing students\u0026rsquo; perceptions of learning after high-fidelity simulation: Effects of a three-step post-simulation reflection model. Nurse Educ Today. 2016;40:219\u0026ndash;24. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.nedt.2016.03.011\u003c/span\u003e\u003cspan address=\"10.1016/j.nedt.2016.03.011\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMargolis CZ, Deckelbaum RJ, Henkin Y, Baram S, Cooper P, Alkan ML. A medical school for international health run by international partners. Acad Med. 2004;79(8):744\u0026ndash;51. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1097/00001888-200408000-00005\u003c/span\u003e\u003cspan address=\"10.1097/00001888-200408000-00005\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMcGregor SLT. (2004). \u003cem\u003eThe nature of transdisciplinary research and practice\u003c/em\u003e. ResearchGate. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.researchgate.net/publication/238606943\u003c/span\u003e\u003cspan address=\"https://www.researchgate.net/publication/238606943\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e Portero, M. (2018). Tendiendo puentes entre la neurociencia y la innovaci\u0026oacute;n educativa. \u003cem\u003eAula de Innovaci\u0026oacute;n\u003c/em\u003e, 35\u0026ndash;39.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eReilly A, Spratt C. The perceptions of undergraduate student nurses of high-fidelity simulation-based learning: A case report from the University of Tasmania. Nurse Educ Today. 2007;27(6):542\u0026ndash;50. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.nedt.2006.08.015\u003c/span\u003e\u003cspan address=\"10.1016/j.nedt.2006.08.015\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRodr\u0026iacute;guez-Gallego MR. El aprendizaje-servicio como estrategia metodol\u0026oacute;gica en la universidad. Revista Complutense de Educaci\u0026oacute;n. 2014;25(1):95\u0026ndash;113.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRousseau R, Zhang L, Hu X. Knowledge integration: Its meaning and measurement. Springer Handbook of Science and Technology Indicators. Springer International Publishing; 2019. pp. 69\u0026ndash;94.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSaidin NF, Halim A, N. D., Yahaya N. A review of research on augmented reality in education: Advantages and applications. Int Educ Stud. 2015;8(13). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.5539/ies.v8n13p1\u003c/span\u003e\u003cspan address=\"10.5539/ies.v8n13p1\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSaylor J, Vernoony S, Selekman J, Cowperthwait A. Interprofessional education using a palliative care simulation. Nurse Educ. 2016;41(3):125\u0026ndash;9. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1097/NNE.0000000000000228\u003c/span\u003e\u003cspan address=\"10.1097/NNE.0000000000000228\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSun F-K, Long A, Tseng YS, Huang H-M, You J-H, Chiang C-Y. Undergraduate student nurses\u0026rsquo; lived experiences of anxiety during their first clinical practicum: A phenomenological study. Nurse Educ Today. 2016;37:21\u0026ndash;6. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.nedt.2015.11.001\u003c/span\u003e\u003cspan address=\"10.1016/j.nedt.2015.11.001\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTofil NM, Morris JL, Peterson DT, Watts P, Epps C, Harrington KF, Leon K, Pierce C, White ML. Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship. J Hosp Med. 2014;9(3):189\u0026ndash;92. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1002/jhm.2126\u003c/span\u003e\u003cspan address=\"10.1002/jhm.2126\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWorld Health Organization. (2021). \u003cem\u003eGlobal strategic directions for nursing and midwifery 2021\u0026ndash;2025\u003c/em\u003e. World Health Organization. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://iris.who.int/bitstream/handle/10665/344562/9789240033863-eng.pdf\u003c/span\u003e\u003cspan address=\"https://iris.who.int/bitstream/handle/10665/344562/9789240033863-eng.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable 1. Results of assessment of clinical simulation\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 340px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eLikert (1-10)\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMean\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 340px;\"\u003e\n \u003cp\u003e\u003cem\u003eEvaluate the organization of the activity\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cem\u003e9.47\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 340px;\"\u003e\n \u003cp\u003e\u003cem\u003eEvaluate the educational nature of the activity\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cem\u003e9.82\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 340px;\"\u003e\n \u003cp\u003e\u003cem\u003eEvaluate the learning environment during the activity\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cem\u003e9.71\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 340px;\"\u003e\n \u003cp\u003e\u003cem\u003eGeneral\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 76px;\"\u003e\n \u003cp\u003e\u003cem\u003e9.66\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 2. Results of satisfaction questionnaire about clinical simulation\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eDomain\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eQuestion\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eVery satisfied\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eFairly satisfied\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSatisfied\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eUnsatisfied\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eVery unsatisfied\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eTotal, question\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 47px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eTotal, Domain\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eIntroduction and provision of information\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eI understood what this practical involved before I started.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=24 (40%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=18 (30%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=12 \u0026nbsp; \u0026nbsp; (20% )\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=6 \u0026nbsp; (10%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp;(0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4,4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe initial instructions were clear and complete.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=49 (82%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=10 (17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=1 \u0026nbsp; \u0026nbsp; \u0026nbsp; (1%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp;(0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4,8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearning activities (LA)\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe LAs in this practical were relevant to achieving the learning objectives.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=57 (95%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=3 \u0026nbsp; (5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4,95\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.69\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eDuring this practice, the LAs aligned with my prior knowledge and skills.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=33 (55%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=20 \u0026nbsp;(33%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=7 \u0026nbsp; \u0026nbsp; (12%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp;(0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4.43\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eThere were plenty of opportunities to learn during this practical.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=46 (77%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=10 \u0026nbsp;(17%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=4 \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;(6%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp;(0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eSupervision and correction\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eI received sufficient feedback or corrections on my performance during the practical session.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=52 (87%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=8 \u0026nbsp;(13%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp;(0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.91\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eThe comments I received were valuable and useful.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=58 (97%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=2 \u0026nbsp; (3%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp;(0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4.97\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 74px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearning environment\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eI felt accepted during this practical.\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=56 (93%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=3(5%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=1 \u0026nbsp; \u0026nbsp; \u0026nbsp; (2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4.92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" style=\"width: 47px;\"\u003e\n \u003cp\u003e4.95\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cem\u003eI felt free to ask questions during this practical.\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=59 (98%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 57px;\"\u003e\n \u003cp\u003en=1(2%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 66px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003en=0 \u0026nbsp; \u0026nbsp; (0%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 50px;\"\u003e\n \u003cp\u003e4.98\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Simulation Training, Education, Nursing, Education, Medical, Undergraduate, Interprofessional Relations, Clinical Competence","lastPublishedDoi":"10.21203/rs.3.rs-9071873/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9071873/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003ePURPOSE\u003c/h2\u003e \u003cp\u003eThe increasing difficulty of securing high-quality clinical placements for health sciences students has created an urgent need for pedagogical models that effectively integrate theoretical knowledge with experiential learning. High-fidelity simulation has emerged as a promising strategy to enhance clinical preparedness and foster interprofessional collaboration. This study aimed to evaluate undergraduate nursing and medical students\u0026rsquo; satisfaction with an interdisciplinary high-fidelity simulation activity designed to strengthen clinical reasoning, communication, and collaborative skills.\u003c/p\u003e\u003ch2\u003eMETHODS\u003c/h2\u003e \u003cp\u003eA descriptive, analytical, cross-sectional study was conducted with second-year nursing students and fourth-year medical students during the 2023\u0026ndash;2024 academic year. Participants engaged in a structured simulation entitled \u003cem\u003eBasic Patient Assessment\u003c/em\u003e, which included a pre-briefing, a high-fidelity scenario with a trained actor, and a guided debriefing session. Satisfaction was assessed using a validated Likert-scale questionnaire (1\u0026ndash;10 and 1\u0026ndash;5 formats) covering four domains: introduction, learning activities, supervision, and learning environment, along with two open-ended questions. Quantitative data were analysed using descriptive statistics, and qualitative responses were examined through inductive content analysis.\u003c/p\u003e\u003ch2\u003eRESULTS\u003c/h2\u003e \u003cp\u003eA total of 60 students participated. Overall satisfaction was high, with 100% of respondents recommending the activity. Mean scores indicated strong perceived value across all domains, particularly regarding the learning environment and supervisory feedback. Qualitative analysis revealed three major themes: usefulness for real clinical situations, enhanced interprofessional collaboration, and strong appreciation of the realism and methodology. Students also identified areas for improvement, including extending session duration and providing more detailed pre-session information.\u003c/p\u003e\u003ch2\u003eCONCLUSIONS\u003c/h2\u003e \u003cp\u003eInterdisciplinary high-fidelity simulation is a highly valued and pedagogically robust approach for strengthening clinical, communicative, and collaborative competencies among undergraduate health sciences students. Although not a substitute for real clinical placements, simulation offers a safe, realistic, and structured environment that supports professional development and prepares students for interprofessional practice. These findings underscore the importance of systematically integrating such methodologies into clinical education curricula.\u003c/p\u003e","manuscriptTitle":"Interdisciplinary Simulation in Clinical Training: Learning and Satisfaction of Nursing and Medical Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-12 07:34:10","doi":"10.21203/rs.3.rs-9071873/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2026-04-06T02:12:03+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-04-06T02:06:46+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-04-02T13:38:06+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-04-01T06:59:07+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2026-04-01T06:49:38+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5ece6b38-d5c8-4618-8c18-d853a052d2e5","owner":[],"postedDate":"April 12th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-12T07:34:10+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-12 07:34:10","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9071873","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9071873","identity":"rs-9071873","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}