BACKGROUND: Education in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students.
METHODS: A total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention.
RESULTS: The demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (p = 0.020), after three months, no difference was observed (p = 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (p = 0.048) or the high-fidelity simulation combined with computer-based simulation group (p = 0.020).
CONCLUSIONS: Nursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances.
BACKGROUND: This clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).

BACKGROUND: Interprofessional education (IPE) aims to educate healthcare students to improve collaboration and the quality of care. The delivery of IPE through a problem-based learning (PBL) setting appears to hold good validity. However, there are few studies that show the value of combining these two teaching modes.
METHODS: The research was a longitudinal intervention study. A total of 360 students were randomly divided into three interprofessional PBL (IPBL) groups that mixed nursing, pharmacy, and clinical medical students and three uniprofessional PBL (UPBL) groups that consisted of a single profession. An improved Attitude and Learning Ability Questionnaire (ALAQ) was used to measure the improvement in attitudes toward interprofessional cooperation and learning outcomes. The tutorial session and final examination grades were compared between IPBL and UPBL by Chi-square tests and Cochran-Mantel-Haenszel tests. Cronbach\'s α analysis was calculated to assess the validity and reliability. Cronbach\'s alpha coefficient of the questionnaire was 0.887, demonstrating high levels of reliability (95% confidence interval [CI]: 0.842 0.916).
RESULTS: According to Chi-square tests and Cochran-Mantel-Haenszel tests, we observed the student\'s positive attitudes toward interprofessional collaboration and the student\'s role awareness in the IPBL students was increased compared with UPBL students. In addition, a great majority of IPBL students felt that they had improved their self-learning ability and maintained a high enthusiasm for learning during the course.
CONCLUSIONS: Our study found that the IPBL teaching model was more effective than the UPBL teaching model in healthcare student\'s positive attitudes toward interprofessional collaboration and learning outcomes.

Objectives: To investigate the factors influencing clinical pharmacists\' integration into the clinical multidisciplinary care team, using interprofessional collaboration between clinical pharmacists and physicians as the focus. Methods: Through stratified random sampling, a cross-sectional questionnaire survey was conducted among clinical pharmacists and physicians in secondary and tertiary hospitals in China from July to August 2022. The questionnaire, comprising the Physician-Pharmacist Collaborative Index (PPCI) scale to reflect the collaboration level and a combined scale to measure influencing factors, was made available in two versions for clinical pharmacists and physicians. Multiple linear regression was adopted to analyze the association between the collaboration level and influencing factors, as well as the heterogeneity of the significant factors in hospitals of different grades. Results: Valid self-reported data from 474 clinical pharmacists and 496 paired physicians were included, who were serving in 281 hospitals from 31 provinces. In terms of participant-related factors, standardized training and academic degree, respectively, exerted significant positive effects on the perceived collaboration level by clinical pharmacists and physicians. In terms of context characteristics, manager support and system construction were the main factors for improving collaboration. In terms of exchange characteristics, clinical pharmacists having good communication skills, physicians trusting others\' professional competence and values, and both parties having consistent expectations had significant positive effects on collaboration. Conclusion: The study provides a baseline data set on the current level and associated factors of clinical pharmacists\' collaboration with other professionals in China and other countries with a related health system, providing references for individuals, universities, hospitals, and national policymakers to facilitate the development of clinical pharmacy and multidisciplinary models and further improve the patient-centered integrated disease treatment system.

Background: Optimal collaboration between pharmacists and other healthcare professionals such as physicians is integral in implementing pharmaceutical care. However, there are concerns regarding the role of pharmacists, especially among low- and middle-income countries. This study explored the perceptions, expectations, and experience of physicians working in various hospital settings of Punjab, Pakistan, about pharmacists and their roles. Methods: A self-administered questionnaire consisting of four sections was administered from October to December 2020. Descriptive and inferential statistics such as Kruskal-Wallis and Mann-Whitney tests were used for data analysis using SPSS. Results: Six hundred and seventy-eight physicians participated in this study with a response rate of 77.9%. Most of the physicians reported minimal to no interaction with pharmacists (n = 521, 76.8%). However, more than three-quarters of physicians (n = 660, 97.3%) accepted pharmacists as evidence-based sources of drug information. In addition, many physicians (n = 574, 84.7%) strongly agreed that pharmacists should attend patient care rounds to respond promptly to questions related to patient medication. A limited number of physicians (n = 124, 18.3%) assumed that pharmacists were advising their patients regarding the judicial use of their drugs. Median expectation and experience score had a significant association with age, experience, and education of physicians (P < 0.05). Conclusions: The perception of physicians was positive toward certain roles of pharmacists, coupled with high expectations. However, their experience was low, with most of the activities of pharmacists due to inadequate interprofessional coordination.

OBJECTIVE: To explore the perceptions of health professionals and educators regarding the characteristics of leadership that they believed were required for successful interprofessional education and interprofessional collaboration initiatives in China.
BACKGROUND: Leadership is a key competency in the successful implementation of any collaborative initiative in healthcare. However, there are few studies about leadership characteristics how these facilitate interprofessional collaboration in health care, especially in China.
METHODS: Data for this secondary analysis came from a qualitative study of Interprofessional Team Development in China. Grounded theory methods were used to analyze fifteen semi-structured interviews from the original study.
RESULTS: The three leadership characteristics extracted that facilitated interprofessional collaboration were: 1) serving as a role model of Junzi (according to Confucianism the idea person); 2) initiating and maintaining collaboration; and 3) showing benevolence to all team members during interprofessional collaboration. One overarching category that surfaced throughout the interviews was that leaders who behaved in ways congruent with typical Chinese cultural expectations for leadership would be most effective.
CONCLUSIONS: This study describes the characteristics of leadership for interprofessional collaboration, providing directions for training and cultivation of healthcare professionals and workers so that they are better prepared for and work more effectively in interprofessional collaborative practice.

OBJECTIVE: To generate a theory of interprofessional collaborative team development in China.
BACKGROUND: Interprofessional collaborative practice is an important approach to improve the patient-centred care.
METHODS: Theoretical sampling was used to recruit individuals who had collaboration experiences. They each participated in face-to-face interviews lasting 40-60 min. Major categories describing the team development process for collaboration were extracted according to the grounded theory methodology.
RESULTS: The interprofessional collaborative team development was guided by a common purpose-\"patient-centredness.\" Three stages involved in team development were identified: exploration, integration and continuous adjustment. Various strategies described for each stage are required to move successfully through the process.
CONCLUSIONS: Interprofessional team development is a dynamic process with three primary stages. The culture in which a teamworks is reflected in each stage of team development and collaboration.
CONCLUSIONS: Understanding interprofessional collaborative team development and the strategies required will help nurse managers to better design interprofessional teamwork opportunities and provide necessary support to achieve the effective interprofessional collaborative practice.

BACKGROUND: Interprofessional collaboration (IPC) primarily aims to enhance collaborative skills and to improve the awareness of teamwork and collaborative competencies of health care students. The Readiness for Interprofessional Learning Scale (RIPLS) was used to assess such skills. The aim of this study was to adapt a Chinese version of the RIPLS among Chinese health care students and to test the psychometric properties of the modified instrument.
METHODS: The questionnaire was translated following a two-step process, comprising forward and backward translations and a pilot test. The Chinese version was tested on a group of students from various health care professions. Cronbach\'s α coefficients were calculated for each of the four factors and also for the entire questionnaire in order to evaluate the internal consistency of the Chinese version of the RIPLS.
RESULTS: Of the 295 health care students surveyed, 282 (96.5%) completed the questionnaire. Cronbach\'s α coefficient for the overall scale was 0.842. Internal consistencies within each factor were good (α > 0.70) except for the factor \"Roles and Responsibilities\", where α = 0.216. Confirmatory factor analysis showed that the data fit the four-factor structure.
CONCLUSIONS: The Chinese version of the RIPLS was an acceptable instrument for evaluating the attitudes of the health care students in China. The factor \"Roles and Responsibilities\" requires further scrutiny and development, at least in the Chinese context.

This study aims to explore the impact of physician-nurse collaboration on nurse job satisfaction and turnover in a dental hospital. Physician-nurse collaboration is important for the stability of the entire nursing team. Few studies have shown the impact on job satisfaction and turnover among nurses working in Chinese dental hospitals. This was a prospective, cross-sectional study and investigated nurses from a tertiary dental hospital in Beijing using convenience non-randomized sampling. A structured questionnaire was used to collect data, which included general information, the Index of Work Satisfaction, the Nurse-Physician Collaboration Scale and the Turnover Intention Scale. The scores of physician-nurse collaboration correlated positively with those for job satisfaction and negatively with the stated likelihood of turnover intention. Physician-nurse collaboration scores positively predicted job satisfaction and negatively predicted the likelihood of quitting the current job. In conclusion, improving the level of physician-nurse collaboration is helpful to enhance job satisfaction and reduce turnover among nurses in a dental hospital.