Date of Award

Fall 2023

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Suha Tamim


This action research study aimed to integrate simulation-enhanced interprofessional education (Sim-IPE) into the undergraduate clinical laboratory science (CLS) program curriculum. The undergraduate CLS curriculum was comprised of didactic coursework and hands-on learning experiences in the student laboratory. This traditional CLS curriculum model was uniprofessional in its design and educated students in silos rather than on interprofessional teams with other health professions students. Lack of collaboration on healthcare teams has led to increased medical errors and decreased patient safety in clinical settings. Recent studies have indicated that effective communication and teamwork among healthcare professionals has led to improved patient outcomes and optimal quality of care. Professional organizations, such as the American Society for Clinical Laboratory Sciences (ASCLS), recommended the integration of patient safety concepts into pre-certification curricula. To address this problem of practice, I proposed the use of simulation-based procedural training (SBPT) as a bridge between the completion of the undergraduate CLS students’ laboratory courses and their transition into the clinical practicum. As a modality, the SBPT was selected to help undergraduate CLS students strengthen technical skills, practice interpersonal skills, and increase their confidence prior to their entry into a real-world clinical laboratory for their clinical practicum. The first research question focused on the impact of the Sim-IPE activity on the undergraduate CLS students' understanding of patient safety and quality of care concepts. The second research question explored how participation in the Sim-IPE activity helped undergraduate CLS students see themselves as contributors toward increasing patient safety. The third research question inquired about how undergraduate CLS students viewed their role as members of the healthcare team in terms of professional identity and visibility. As a mixed methods research study, qualitative and quantitative data collection instruments were used to address the research questions. The findings revealed student participant perceptions of increased awareness of patient safety and quality of care concepts with recognition of their professional contributions to the interprofessional team. Furthermore, the data supported the students’ transfer of learning from their participation in the proposed intervention into their clinical practicum experience.


© 2024, Dana Powell Baker