Understanding Interprofessional Simulation Practice

Abstract

The research on simulation practice has been suggested as too evaluative and protocol-driven, neglecting theoretical groundwork. There is a need for more theorised, process-oriented analyses of simulation practice to meet this gap in current research. This chapter outlines the theoretical frameworks that situate research on interprofessional simulation practices in different but related practice-oriented views, that has been applied in empirical research across the collaborating teams. Further, the chapter provides an overview of the discourse and critical issues for interprofessional learning/collaboration, with a particular view to the potential of practice-oriented theories to contribute to simulation as a pedagogical practice for learning interprofessional collaboration.