A Day in the Emergency Department: An Interprofessional Simulation

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

A Day in the Emergency Department: An Interprofessional Simulation

Experience Status


Approval Date Range

10/4/2018 - 5/7/2025

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

  • Simulation learning
  • Experiential and/or clinical 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

  • Advancing health equity
  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

The purpose of the interprofessional (IP) emergency center (EC) simulation is to immerse interprofessional (IP) teams of students in “a day in the life” of a healthcare professional working in an EC. Students from TTUHSC nursing, pharmacy, physician assistant, and public health programs along with firefighter/EMT/paramedic, respiratory therapy, and social work students within the community collaborate to deliver high quality and safe patient-centered care as members of an interprofessional team. The simulation design includes 25 evidence-based scenarios ranging in acuity level from "walk-in" clinic diagnoses, such as otitis media, to high acuity myocardial infarction and hemorrhagic stroke. The trauma simulation also includes highly sensitive scenarios, such as infant abandonment and sexual assault. Students teams are assigned to a particular zone within the emergency department (ED) and collaborate with other professions on all aspects of patient care from admission to the EC through discharge to a hospital unit, intensive care, or home. Standardized patients, high-fidelity manikins, and volunteer community members depict the roles of patients and family members. A structured, one-hour debrief session follows the simulation. Huddles and debriefs are also provided throughout the highly sensitive scenarios, as needed. During huddle and debrief sessions, IP education discussion topics include values/ethics, roles/responsibilities, teamwork, and IP communication tools.

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

  • Community service credit
  • Course requirement - NURS4602 & NURS4520
  • Program and/or school requirement -
  • Voluntary basis

Frequency of the IPE Experience

  • 01. Annually
  • Annually, Summer

Duration and/or Timeline of the IPE Experience

  • 03. 4 to 5 hours
  • 5 hours per student; there are two sessions of the simulation - one morning and one afternoon

Campus and/or Location of the IPE Experience

  • Abilene

Average Number of Learners Participating in the IPE Experience

  • 02. 51 to 100
  • 100

Target Audiences

Graduate School of Biomedical Sciences Audiences

  • Pharmaceutical Sciences, PhD

School of Health Professions Audiences

  • Physician Assistant Studies, MPAS

School of Medicine Audiences

School of Nursing Audiences

  • Second Degree BSN
  • Traditional BSN
  • NP students

School of Pharmacy Audiences

  • P4
  • SOP Residents

School of Population and Public Health Audiences

  • Public Health, MPH Traditional
  • Public Health, MPH Online


Firefighter/EMT/Paramedic students Respiratory Therapy students Social Work students

IPE Learning Objectives for the Experience

Values and Ethics

  • VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE02. Advocate for social justice and health equity of persons and populations across the life span.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE04. Value diversity, identities, cultures, and differences.

Roles and Responsibilities

  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • 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.
  • C01. Communicate one’s roles and responsibilities clearly.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.

Teams and Teamwork

  • TT04. Use shared leadership practices to support team effectiveness.
  • TT03. Practice team reasoning, problem-solving, and decision-making.

Type of Learner Assessment Administered

Formal Assessment Protocol used, if Applicable

No formal protocol at this time

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • Engaged community partners
  • Annual event that has grown in student participation, patient scenarios, and community involvement. Currently involves over 150 health professions students. A grant was received in 2014 to enhance the projects. The IP Trauma Simulation is in it's fourth year of existence.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding
  • Fees (e.g., student or program fees)

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • Planning committee members
  • An IP team designs, plans, implements, and evaluates the simulation activity. During the simulation, faculty serve as resources for students and manikin programmers, as well as adopting the various health care team roles needed to implement the simulation.

Additional Information About the IPE Experience, if Necessary

Research outcomes have been disseminated at national and international conferences

IPE Experience Organizer

  • School of Nursing

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

Ruth Bargainer MSN, RN, CNE
Traditional Undergraduate Program
1674 Pine Street • Abilene TX 79601