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Abstract Background The study aims to evaluate the effectiveness of translational and transformational simulation experience in building student confidence around complex safeguarding decisions. Methods The research was framed within an exploratory sequential mix method design 1. A survey before and after the safeguarding simulation using an author-developed questionnaire ad Likert scale were entered into SPSS (statistical software version 29) for quantitative analysis. Qualitative - student responses directly following the simulation using Mentimeter – a digital technology that collects anonymous comments in real-time and a professional independently facilitated discussion two weeks after the simulation. Results The quantitative results revealed a positive correlation between the experience of simulated interprofessional education and their confidence in understanding complex collaborative decision-making. Qualitative findings revealed four categories: (1) Confidence, (2) Information sharing, (3) Communication and (4) interprofessional working, derived from students' expressions of learning. Conclusion Interprofessional education (IPE) and simulation can produce a positive learning experience in theory and practice increasing student confidence significantly in complex collaborative decision-making. Understanding the complexities of different roles, alongside the value of information each brings, is imperative for safeguarding children and families.
Menzies et al. (Mon,) studied this question.