Written by Lynsey McLeish, Head of Skills & Simulation Practice (Health & Social Care)

On 21 May 2025, Buckinghamshire New University (BNU) hosted a landmark interprofessional trauma simulation day at its High Wycombe campus. Designed for students across Adult Nursing, Child Nursing, Mental Health Nursing, Paramedic Science, Midwifery, Physician Associate Studies, and Diagnostic Radiography, the event brought together learners from all stages of their professional programs. The aim was to bring collaborative working to life through managing a simulated road traffic collision (RTC) from the pre-hospital scene, through resuscitation in A&E, and concluding with a virtual reality reflection of the case.

Interprofessional learning (IPL) is recognised as a key driver of quality and safety in healthcare. According to the NHS Patient Safety Strategy (2019), communication failures are a leading cause of avoidable harm. Helping students understand each other’s roles and work effectively together prepares them for multidisciplinary clinical practice.

 

A trauma pathway experience: The format

The day followed a 4-hour round-robin structure. Groups of students rotated through four integrated stations:

1. Pre-hospital roadside scene management
2. A&E resuscitation simulation
3. Structured debriefing
4. Virtual trauma scenario using Oxford Medical Simulation (OMS Create)

This high-fidelity simulation promoted real-time communication, decision-making, role clarity, and immersion in emergency care. Students conducted A–E assessments, coordinated care delivery, and used SBAR for handovers between teams. They engaged with IPL objectives such as understanding professional roles, improving teamwork, building confidence, and recognising collaborative practice as key to patient-centred care. It also exposed students to the interdependence vital in modern healthcare systems.

 

Digital preparedness: simEPR in action

The integration of simEPR, a simulated electronic patient record, allowed students to practise digital documentation, data access, and electronic handover—essential for modern healthcare. The Health Foundation (2022) reports that 1 in 5 serious NHS incidents involve information handling errors. Using simEPR helped support safe, realistic digital workflows and clinical reasoning.

 

Extending learning with OMS Create

Following the live simulation, students revisited the case virtually via OMS Create, offering reflective, repeatable learning. They could pause, test decisions, and review outcomes. One student shared, “OMS really helped me go over what happened. I could reflect and see how I’d change my decisions next time.”

This fusion of OMS and simEPR aligned with national priorities to develop a digitally confident workforce (HEE, 2021).

 

What students said

Student feedback showed strong engagement:

• “It opened my eyes to how every role fits together – it’s about working as one team.”
• “Fantastic experience – I loved the realism and having to think on our feet.”
• “It was empowering to be treated like a professional and expected to take responsibility.”
• “Using digital tools like simEPR made it feel authentic. I feel more confident now.”

 

Why IPL matters

CAIPE (2020) states that IPL enhances professional relationships, improves role understanding, and boosts outcomes for service users. With around 11,000 UK deaths annually linked to preventable safety incidents (Patient Safety Learning, 2023), effective collaboration is essential.

Simulated IPL offers a safe space to practise communication, decision-making, and teamwork under pressure. It reduces stereotypes and fosters shared responsibility.

 

Conclusion

The IPL Trauma Simulation Day at BNU provided more than a learning event — it offered a model for interprofessional education that prepares students to communicate, collaborate and think like healthcare professionals. By blending simulation, digital innovation, and reflection, it delivered meaningful experiences aligned with national workforce goals.

Supported by both students and faculty, the success of this day sets the tone for future events. It demonstrated how simulation can move beyond technical skills training to become a catalyst for teamwork, safety, and professional identity formation.

Interprofessional education (IPE) is essential for preparing students to work across health and care professions. This article reports on a simulated trauma pathway event at Buckinghamshire New University, highlighting the use of simEPR and OMS, supported by real-time feedback, patient safety principles, and UK interprofessional frameworks.

CAIPE (2020) Interprofessional Education Guidelines. Centre for the Advancement of Interprofessional Education. Available at: https://www.caipe.org/resources/publications/caipe-publications/caipe-2020 (Accessed: 23 May 2025).

Health Education England (HEE) (2021) Digital Literacy Framework for Health and Care. Available at: https://www.hee.nhs.uk/our-work/digital-literacy (Accessed: 23 May 2025).

Health Foundation (2022) The Safer Systems, Safer Patients Report. Available at: https://www.health.org.uk/publications/reports/safer-systems-safer-patients (Accessed: 23 May 2025).

NHS England (2019) The NHS Patient Safety Strategy: Safer culture, safer systems, safer patients. Available at: https://www.england.nhs.uk/patient-safety/the-nhs-patient-safety-strategy/ (Accessed: 23 May 2025).

Patient Safety Learning (2023) Mind the implementation gap: The persistence of avoidable harm in the NHS. Available at: https://www.patientsafetylearning.org (Accessed: 23 May 2025).

Oxford Medical Simulation (OMS) (2024) Improving Clinical Decision Making through Virtual Simulation. Available at: https://oxfordmedicalsimulation.com (Accessed: 23 May 2025).