In this Lightning Talk, preliminary findings will be presented from a narrative research study that used an equity, diversity, and inclusion (EDI) lens to understand how psychological safety (PS) is created, reinforced, and/or reflected in simulation-enhanced interprofessional education (Sim-IPE). Learning from and about the perspectives of students, educators, and simulated participants, including those from historically underrepresented groups, was a central focus in the study.
Psychologically safe learning environments enable the voicing of opinions, disagreements, and/or asking for help without fear of repercussion. PS is crucial within Sim-IPE so that diverse experiences are represented and supported. Yet, hierarchical structures in practice and education inhibit PS. Using an EDI lens allows for identification of factors that influence motivation to speak up concerning broader social issues that disproportionately impact students from historically underrepresented groups.
Understanding participants’ experiences will help generate strategies to cultivate equitable, diverse, and inclusive Sim-IPE environments that include psychologically safe discussions about power imbalances, gender, race, (dis)ability, hierarchy, status, and professional divisions. Moreover, we believe this approach will limit the perpetuation of vulnerabilities that are disproportionately experienced by members of historically underrepresented groups. In doing so, the impact of racism and bias within and among members of the healthcare team, and the patients and families they serve, can be addressed. Psychologically safe Sim-IPE that is created and facilitated from an EDI lens will nurture future healthcare providers to be key contributors in collaborative teams and considerate of realities and societal conditions different from their own. A pedagogical shift in academia and practice is required to support psychologically safe Sim-IPE and to ensure that educators and simulated participants facilitate learning that supports EDI and PS.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.