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To evaluate the effectiveness of simulation-based interprofessional education (IPSE) interventions on teamwork, communication and psychological safety outcomes among healthcare professionals and students.
A systematic review.
Searches were conducted across PubMed, CINAHL, Scopus, Web of Science and Cochrane CENTRAL, supplemented by manual reference and citation tracking.
The search strategy was developed with an academic librarian to ensure thoroughness and relevance. The review included randomised controlled trials (RCTs) and quasi-experimental studies published between 2010 and 2025. Eligible studies reported quantitative outcomes of IPSE interventions involving at least two healthcare professions. Risk of bias was assessed using RoB 2 for RCTs and ROBINS-I for quasi-experimental studies.
Thirty studies (14 RCTs, 16 quasi-experimental) from 16 countries were included. Most studies reported positive effects on teamwork, including improved coordination, role clarity and adherence to structured protocols. Communication outcomes showed enhanced information exchange, clarity and structured behaviours, such as SBAR and closed-loop communication, although some studies noted inconsistent safety practices. Psychological safety outcomes demonstrated gains in self-confidence, self-efficacy, leadership and safety climate, with several studies also reporting reduced anxiety. However, findings on stress, workload and attitudinal change were mixed. Overall, RCTs were judged methodologically robust, and quasi-experimental studies were largely low risk with some moderate concerns.
Simulation-based interprofessional training enhances teamwork, communication and psychological safety in fostering a healthy work environment, though effects vary by context and population.
This review synthesises evidence from 30 trials, offering guidance for educators and policymakers on advancing interprofessional collaboration. Integrating IPSE into health curricula and clinical training can strengthen collaboration and contribute to safer patient care.
No patient or public contribution.
The review adhered to PRISMA 2020 guidelines, and the protocol was registered in the PROSPERO international prospective register of systematic reviews (ID: CRD420251039410).
To explore the impact of Doctor of Nursing Practice (DNP) education on career advancement, job satisfaction, leadership competencies and contributions to healthcare systems.
The study utilised a scoping review methodology based on Arksey and O'Malley's (2005) framework.
The search strategy was developed with an academic librarian to ensure thoroughness and relevance. Seven databases were searched using MesH terms. Inclusion criteria focused on peer-reviewed studies examining DNP education's influence on career advancement, job satisfaction and leadership. Thematic analysis was used to identify patterns and themes.
Studies were selected based on their focus on DNP-prepared nurses, nursing faculty or advanced practice nursing students in healthcare or academic settings, published between 2004 and 2024.
Twenty-one studies met the inclusion criteria, highlighting DNP education's role in fostering leadership, professional development and evidence-based practice. Thematic analysis revealed the benefits of being a DNP graduate include contribution to professional development, contribution to leadership and contribution to the practice environment. The challenges to DNP graduates include underrecognition of competencies, high educational costs and limited academic opportunities that were also identified.
DNP education contributes to individual and professional growth, leadership development and healthcare system improvements. However, barriers such as financial constraints and inadequate recognition of DNP competencies must be addressed to maximise the impact of this educational model.
DNP education empowers nurses to lead healthcare innovations, enhance patient care quality and reduce disparities in health outcomes. Strengthening financial and systemic support for DNP graduates is essential for sustaining these contributions.
DNP education is a transformative force in nursing, offering significant opportunities for leadership development and healthcare advancements. Aligning DNP programmes with evolving global healthcare challenges can further strengthen their impact on the profession and patient care.
PRISMA-ScR guidelines were followed.
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