Abstract

Interprofessional education (IPE) aims to enhance the effectiveness of multi-disciplinary team (MDT) collaboration. A multi-disciplinary approach is an effective way to address inadequate outcomes for adults who require safeguarding due to their experiences of self-neglect and homelessness. However, delivering effective IPE, in an undergraduate curriculum, poses significant challenges, such as coordinating multiple course timetables, accommodating the geographical spread of students and securing skilled facilitators. This mixed methods study examines the impact of an MDT working on self-reported IPE competencies and behaviours among social work, medical and nursing students. Additionally, it explores whether an IPE event can meet the learning outcomes recommended by Safeguarding Adult Reviews (SARs). Participants completed a questionnaire aligned with the Interprofessional Education Collaborative (IPEC) competencies. Quantitative data analysis indicates statistical improvements across all reviewed areas. Qualitative data revealed key themes of improved understanding of one’s own role, the roles of others, the importance of MDTs, risk assessments, and the use of person-centred tools. The findings of this study demonstrate that IPE MDT simulations can improve self-reported IPE competencies and help achieve learning outcomes in adult safeguarding.