Immersive Healthcare Training for Collaborative Practice: An Interprofessional Virtual Reality Simulation

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Immersive Healthcare Training for Collaborative Practice: An Interprofessional Virtual Reality Simulation

Experience Status


Approval Date Range

2/13/2024 - 2/13/2025

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

  • 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.

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

Virtual reality (VR) offers a revolutionary approach to training interprofessional teams in healthcare, enhancing collaboration, problem-solving, and patient-centered care. Through immersive simulations, participants can engage in realistic scenarios that mimic complex healthcare environments. Interprofessional teams, comprising professionals from diverse disciplines, can collaboratively navigate and address challenging situations, fostering a deeper understanding of each other's roles and perspectives. VR allows learners to practice communication skills, teamwork, and decision-making in a risk-free environment, promoting effective collaboration. Furthermore, by integrating patient-centered scenarios, healthcare providers can develop empathy and a holistic approach to patient care. This innovative use of virtual reality not only improves the technical skills of healthcare professionals but also cultivates a collaborative mindset, ultimately enhancing the quality of patient care through more effective teamwork and problem-solving.

During this IPE experience learners from the nursing and physician assistant programs will be paired to complete a series of VR simulations with a faculty facilitator. Each simulation is ~15-30 minutes in length. Following the simulation, learners will debrief with their faculty facilitator regarding collaboration, clinical problem-solving, and patient-centered care.

The learning objectives are as follows:
• Demonstrate interprofessional collaboration: Participants will demonstrate effective and timely interprofessional collaboration skills by interacting and coordinating with other members of the healthcare team to optimize patient care outcomes in medical virtual reality simulations
• Manage Emergent Situations: Participants will demonstrate competency in managing emergent situations within medical virtual reality scenarios, including rapid assessment, stabilization, and initiation of appropriate interventions in accordance with established protocols and guidelines, within their respective scope of practice.
• Reflect on Clinical Practice: Participants will engage in reflective practice activities to analyze their performance, identify areas for improvement, and integrate feedback from peers and faculty to enhance clinical skills and decision-making abilities in future virtual reality learning experiences and clinical practice.

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

  • Voluntary basis
  • Certificate credit

Frequency of the IPE Experience

  • 02. Semesterly

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours
  • ~1hr for the simulation followed by a facilitated debrief.

Campus and/or Location of the IPE Experience

  • Distance Education
  • Midland
  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

  • Physician Assistant Studies, MPAS

School of Medicine Audiences

School of Nursing Audiences

  • Veteran BSN
  • Traditional BSN
  • Second Degree BSN
  • RN to BSN

School of Pharmacy Audiences

School of Population and Public Health Audiences


IPE Learning Objectives for the Experience

Values and Ethics

  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.

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.
  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.


  • C01. Communicate one’s roles and responsibilities clearly.
  • 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.

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.
  • TT09. Operate from a shared framework that supports resiliency, well-being, safety, and efficacy.

Type of Learner Assessment Administered

  • 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

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • Met an identified need or gap

Provide Dedicated Funding Sources:

  • External grants

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Assessors of student learning

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

Abby Buterbaugh, MMS, PA-C
Assistant Professor | Director of Didactic Education
TTUHSC Physician Assistant Program
3600 N. Garfield, Midland, TX 79705