Contents lists available at ScienceDirect Nurse Education Today journal homepage: www.elsevier.com/locate/nedt Review Interprofessional simulation in undergraduate nursing program: An integrative review Leodoro J. Labrague a, ⁎ , Denise M. McEnroe – Petitte b , Dennis C. Fronda a , Arwa Atef Obeidat a a Sultan Qaboos University, Muscat, Oman b Kent State University Tuscarawas, USA ARTICLE INFO Keywords: Interprofessional Interdisciplinary Simulation Nurse education Nursing Student ABSTRACT Objectives: Interprofessional (IP) competencies are critical for successful collaborative practice. Nurse education, through interprofessional simulation, plays a critical role in preparing nursing students achieve these compe- tencies. Although considerable research has been conducted on this topic, a broader perspective is lacking. This review systematically appraised and synthesized evidence examining the effects of interprofessional simulation on nursing students' outcomes. Design: An integrative review method guided this review. Data Sources: Five databases (Cumulative Index to Nursing and Allied Health Literature, SCOPUS, PubMed, PsychINFO, and MEDLINE) were searched to locate articles published from 2010 onwards. Search and MeSH terms included: interprofessional, interdisciplinary, simulation, nurse education, nursing, and student. Thirty (30) articles were included in this review. Results: Findings of content analysis revealed five essential themes: interprofessional communication, appre- ciation of interprofessional team roles, interprofessional teamwork or collaboration, self-confidence or self-ef- ficacy, and positive attitudes or readiness toward interprofessional learning. Conclusions: This review provides a current state of knowledge on the efficacy of interprofessional simulation in enhancing interprofessional learning and competencies in nursing students. However, more research should be done utilizing a more robust method of research and reliable assessment methods. Through interprofessional simulation experiences, nurse academe can adequately prepare nursing students for future collaborative prac- tice. Inclusions of interprofessional simulation activities in all clinical nursing courses can help prepare nursing students achieve inter-professional learning. 1. Introduction In a constantly changing and increasingly complex healthcare en- vironment, nurses are expected to work efficiently and collaboratively with a team rather than operate in silos. Through collaborative health practice, health professionals from different professional backgrounds work together with patients and their families to improve patient out- comes, achieve the highest quality of healthcare, reduce healthcare costs, and ultimately, enhanced organizational outcomes (Reeves et al., 2013; Reeves et al., 2016; World Health Organization, 2010). The need for collaborative health practices has been emphasized by various academic, health, and accreditation bodies (Canadian Interprofessional Health Collaborative, 2010; WHO, 2010). For in- stance, the Australian Nursing and Midwifery Federation (2014) em- phasized the collaborative practice as an important domain which re- quires nurses to build and establish professional relationships with consumers and their families, communicates and work collaboratively with the health team, and liaise with relevant agencies and health professionals to provide health care services. The WHO (2010) ac- knowledged the importance of interprofessional collaboration in de- veloping a healthcare workforce who is responsive for an increasingly complex healthcare environment as well as in the achievement of the Millennium Development Goals. A number of interprofessional competency domains were identified, formulated, and developed across literature, and among healthcare institutions and educational entities. Six distinct competency domains were identified by the Canadian Interprofessional Health Collaborative (CIHC) such as interprofessional communication, patient/client/fa- mily/community-centered care, role clarification, team functioning, collaborative leadership, and interprofessional conflict resolution. In 2011, the Interprofessional Education Collaborative (IPEC), consisting of six professional educational organizations identified four core https://doi.org/10.1016/j.nedt.2018.05.001 Received 20 November 2017; Received in revised form 8 April 2018; Accepted 1 May 2018 ⁎ Corresponding author at: Al Khoudh, Muscat, Oman. E-mail address: Leo7_ci@yahoo.com (L.J. Labrague). Nurse Education Today 67 (2018) 46–55 0260-6917/ © 2018 Elsevier Ltd. All rights reserved. T