Acute Care Skill Development for Patient Safety: An Interprofessional Simulation with Standardized Patients

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Acute Care Skill Development for Patient Safety: An Interprofessional Simulation with Standardized Patients

Experience Status


Approval Date Range

12/4/2023 - 12/4/2024

Registration Details for Learners

student enrollment in class

Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Experiential and/or clinical learning
  • Simulation learning

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes
  • Enhancing the experience of care

Detailed Description and Purpose of the IPE Experience

The acute care scope of practice for occupational therapy and speech-language pathology challenges many novice clinicians when patients with complex medical needs require services in the intricate physical and technical environment of an acute care setting. This clinical challenge aligns well with the patient-safety mission of simulated learning environments where training can prevent mistakes in clinical decision-making or procedural skills that have critical consequences. The purpose of this simulation with standardized patients (SPs) is to provide students from occupational therapy and speech-language pathology an opportunity to practice teaching and learning acute care performance skills and critical thinking related to transfers, management of medical equipment, and oral hygiene in an interprofessional environment. Through IPE team training, students will educate each other on clinical procedures, as well as practice communication, teamwork, values & ethics for collaborative care, and patient-centered care to improve the quality of clinical interactions.

Learners from occupational therapy and speech-language pathology will collaborate to team-teach acute care skills, review roles & responsibilities, discuss strategies to improve patient safety, and belonging on an interprofessional collaborative practice healthcare team. Learners will then complete a series of simulation scenarios serving as the SP and clinician. Additionally, students may also have the opportunity to serve in the observer/scribe role and be tasked with giving constructive feedback to participants on the accuracy and quality of their participation. During the simulation debrief, learners will discuss simulation performance and identify ways to improve patient-centered care and safety through collaborative practice.

The objectives of this acute care simulation with SPs are:
1. Communicate effectively, recognizing the needs, values, and cultural/linguistic background of the client
2. Support client completion of oral care in a safe and effective manner.
3. Manage medical equipment in a safe and effective manner.
4. Assist client in transfer from bed to a wheelchair in a safe and effective manner.
5. Accurately utilize Personal Protective Equipment (PPE) and infection control procedures to maximize the safety of both client and healthcare professional.

Level of IPE Integration

  • 2. Immersion Level: Consists of development learning activities that provide learners with the opportunity to learn about, with, and from other professional learners in an active learning situation where they are applying learning during the activity. The desired outcome for activities offered at the immersion level is that learners will develop critical thinking skills as part of an interprofessional view that incorporates multiple perspectives and acknowledges and encourages diversity in providing quality health and human services.

Attendance or Participation in the IPE Experience

  • Course requirement - HPOT 6451, HPSH 5362

Frequency of the IPE Experience

  • 01. Annually

Duration and/or Timeline of the IPE Experience

  • 03. 4 to 5 hours
  • 5 hours total includes training and the actual simulation

Campus and/or Location of the IPE Experience

  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 03. 101 to 150

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

  • Occupational Therapy, OTD
  • Speech-Language Pathology, MS

School of Medicine Audiences

School of Nursing Audiences

School of Pharmacy Audiences

School of Population and Public Health Audiences



IPE Learning Objectives for the Experience

Values and Ethics

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.

Roles and Responsibilities

  • RR05. Practice cultural humility in interprofessional teamwork.
  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.


  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C04. Promote common understanding of shared goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.
  • C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.

Teams and Teamwork

  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT07. Share team accountability for outcomes.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • N/A

Type of Learner Assessment Administered

  • Formative assessment
  • Knowledge assessment
  • Self-reflection with facilitated debrief
  • Skills and/or competency assessment
  • Written reflection

Formal Assessment Protocol used, if Applicable


Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
  • Activity feedback/evaluation – from learners
  • Facilitated debrief with planning committee

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • Integrated into a course and/or experiential rotation requirements
  • Integrated into program curriculum
  • Met an identified need or gap
  • N/A

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • Leadership team members
  • Mentors
  • Planning committee members
  • N/A

Additional Information About the IPE Experience, if Necessary


IPE Experience Organizer

  • School of Health Professions

Contact Person(s) and Contact Information for the IPE Experience

Sneed, Susan Larson, Robert Taylor, Megan R Perry, Carolyn