Abstract
•Peer-to-peer learning positively impacts both mentor and mentee by enhancing knowledge and improving team-building and communication skills.•Student registered nurse anesthetists’ (SRNAs) training in teamwork during high-acuity, low-frequency scenarios starts in simulation-based education (SBE) settings, and peer-to-peer mentorship through a “Sim Wars” competition emphasizes the importance of communication skills in interprofessional collaborations.•Over half of both mentors and mentees reported advanced performance in team interactions and performance with the peer-to-peer experience, increased receptiveness of a team-based approach, and overall satisfaction during the “Sim Wars” competition.
Poor communication and teamwork during perioperative emergencies have been linked with untoward outcomes. Healthcare professionals are required to work in teams, yet they rarely train in teams; however, many graduate healthcare programs recognize simulation-based education’s value. Students’ participation in simulated scenarios with game-based learning prepares them for challenges encountered professionally.
This pilot study examined the impact simulation has on individual and team dynamics utilizing a “Sim Wars”—a peer-to-peer simulation competition where teams of doctoral nurse anesthesia students competed in simulated obstetric and pediatric anesthesia scenarios.
Sixty-six doctoral nurse anesthesia students participated and completed all pre- and postsimulation surveys. After each round of the competition, a total of 106 completed surveys were collected. Presimulation outcomes indicated positive correlations toward learning, team-building, and peer-to-peer learning. Postsimulation, students found the experience helpful in communication, and interprofessional team interactions in preparation for clinical practice.
Students were satisfied with game-based learning and essential to professional preparation. Simulation experiences with game-based learning enhanced interprofessional communication and team-building skills. Further research in game-based learning in simulation-based education is recommended.