Learning together, responding together: interprofessional learning enhancing emergency services collaboration

Abstract

Purpose 
This study evaluates the impact of multidisciplinary learning on the confidence, preparedness, and collaborative skills of healthcare and emergency service professionals during a field training exercise. It aimed to assess improvements in communication, teamwork, and decision-making skills, as well as identify areas for further training.

Design 
Conducted at the Charmhaven Rural Fire Service (RFS) Control Centre in August 2024, the exercise involved NSW Ambulance, RFS, the Volunteer Rescue Association, and the Central Coast Local Health District, including doctors and nurses. High-fidelity simulations of emergencies, like mass-casualty incidents, cardiac arrests, and trauma cases, were conducted. Quantitative and qualitative data from pre- and post-exercise surveys measured learning outcomes and participant perceptions.

Findings 
Quantitative data indicated that 100% of participants reported increased knowledge, understanding and collaborative ability across agencies, with confidence in interprofessional collaboration rising from 85.7% to 93.5%. All participants expressed greater appreciation for the operational challenges faced by other agencies. A slight decrease in self-reported preparedness for real-life scenarios (91.1% pre-exercise vs. 85.5% post-exercise) suggested participants recognised personal skill or knowledge gaps. Qualitative responses highlighted teamwork, communication, and cross-agency understanding as primary learning outcomes, though challenges in comprehending agency-specific protocols were also noted.

Research Implications 
This study underscores the role of interprofessional learning (IPL) in bridging theoretical knowledge and practical skills for emergency response. Future research should integrate objective assessments of skill acquisition and improved evaluation engagement strategies. 

Practical Implications 
The results suggest IPL should be a regular practice to enhance collaboration and patient outcomes. Addressing training gaps, securing funding, and improving engagement in evaluations are recommended. 

Value 
This study supports IPL as essential for enhancing patient outcomes and fostering cohesive emergency responses. 

Limitations 
The study’s reliance on self-reported data may introduce bias, and the lack of objective skill assessment suggests further alignment in training content is needed.