Do No Harm: An Interprofessional Patient Safety Simulation with SPs

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Do No Harm: An Interprofessional Patient Safety Simulation with SPs

Experience Status


Approval Date Range

9/30/2020 - 5/12/2025

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

  • Case-based and/or problem-based learning
  • Simulation learning

IPEC Core Competencies Targeted by this IPE Experience

  • 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.
  • 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.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes
  • Enhancing the experience of care
  • Advancing health equity
  • Reducing the cost of care

Detailed Description and Purpose of the IPE Experience

Preventable medical errors are the third leading cause of death in the U.S., claiming the lives of over 400,000 patients each year. These numbers underscore the need for patient safety training and education for healthcare professionals. Interprofessional education and practice are critical to patient safety and improved patient care. Additionally, as interprofessional teams are becoming increasingly important in health care delivery, the benefits of interprofessional collaboration are becoming more apparent and can lead to increased patient safety and reduced incidence of medical errors. The purpose of this interprofessional patient safety event is to highlight the role of team-based care in order to identify and resolve potential medical errors and hazards, discuss root causes in cases of medical error, and practice disclosure of medical errors as a team.

Interprofessional education and collaborative practice will be addressed throughout the event. Event outline includes:
1. Event Brief
2. Keynote presentation - Patient Safety
3. Interprofessional small group discussion – room of hazards videos. Interprofessional teams of 10-12 students will watch 3 videos of simulated rooms of hazards to identify safety issues, discuss consequences of potential hazards, and provide patient-centered solutions for the hazards.
4. Interprofessional Simulation with SPs - teams will complete a communication and resolution program CRP simulation with SPs following a medication error that resulted in fatal harm to a patient. Teams will be trained on the CRP process and then complete the discussion with an SP playing the family member of the patient that was harmed.
4. Facilitated debrief – interprofessional teams will complete a facilitated debrief to reflect on learning objectives and team functioning.
5. Learner assessment – learners will complete a post-event survey.

Student learning objectives for this event include:
1. Discuss a medical error in a blame-free way as an interprofessional team.
2. Plan a CRP and disclose a medical error as an interprofessional team with honesty, compassion and respect for team members.
3. Articulate each team member’s role in this patient’s care and each team member’s contribution to a medical error.
4. Participate as a member of a team to identify safety hazards in health care and provide patient-centered solutions to reduce medical errors.

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

  • Certificate credit
  • Portfolio credit

Frequency of the IPE Experience

  • 01. Annually
  • Annual virtual IPE learning activity

Duration and/or Timeline of the IPE Experience

  • 03. 4 to 5 hours
  • 2.5 hr virtual event

Campus and/or Location of the IPE Experience

  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 06. 301 to 400
  • 250 learners from across TTUHSC per virtual event

Target Audiences

Graduate School of Biomedical Sciences Audiences

  • Biomedical Sciences, MS
  • Biomedical Sciences, PhD
  • Biotechnology, MS
  • Graduate Medical Sciences, MS
  • Pharmaceutical Sciences, MS
  • Pharmaceutical Sciences, PhD

School of Health Professions Audiences

  • Addiction Counseling, MS
  • Athletic Training, MAT
  • Audiology, AuD
  • Medical Laboratory Science (Certificate)
  • Medical Laboratory Science (Second Degree), BS
  • Medical Laboratory Science, BS
  • Clinical Mental Health Counseling, MS
  • Clinical Rehabilitation Counseling, MS
  • Healthcare Administration, MS
  • Healthcare Management, BS
  • Molecular Pathology, MS
  • Physical Therapy, DPT
  • Rehabilitation Science, ScD
  • Physician Assistant Studies, MPAS
  • Rehabilitation Science, PhD
  • Speech, Language, and Hearing Sciences (Second Degree), BS
  • Speech, Language, and Hearing Sciences, BS
  • Speech-Language Pathology, MS
  • Occupational Therapy, OTD
  • Occupational Therapy (Post-Professional), OTD-P
  • Healthcare Administration (Certificate)

School of Medicine Audiences

  • MS 1
  • MS 2
  • MS 3
  • MS 4
  • Residents

School of Nursing Audiences

  • Doctor of Nursing Practice
  • Graduate MSN
  • Post-Master’s/Advanced Practice
  • RN to BSN
  • Second Degree BSN
  • Traditional BSN
  • Veteran BSN

School of Pharmacy Audiences

  • P1
  • P2
  • P3
  • P4
  • SOP Residents

School of Population and Public Health Audiences

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


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.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • 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.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE10. Contribute to a just culture that fosters self-fulfillment, collegiality, and civility across the team.

Roles and Responsibilities

  • 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.
  • RR05. Practice cultural humility in interprofessional teamwork.


  • C04. Promote common understanding of shared goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C01. Communicate one’s roles and responsibilities clearly.

Teams and Teamwork

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

Type of Learner Assessment Administered

  • Attitudinal and/or perceptions survey
  • Self-reflection with facilitated debrief

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
  • Planning committee feedback/evaluation

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • This event has been integrated into the centralized IPE plan for the Office of IPE.

Provide Dedicated Funding Sources:

  • Centralized university administration funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Planning committee members
  • Faculty and staff participate on planning committees and facilitate small groups.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • Office of Interprofessional Education
  • QEP Committee

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

Michelle Kiser, Ed.D.
Assistant Managing Director
Office of Interprofessional Education
Texas Tech University Health Sciences Center
3601 4th St | STOP 6231 | Lubbock, TX 79430-6231
806-743-9190 |