Background: Patients with life-limiting illnesses need health professionals who can communicate with each other, as well as with patients and family members. Nursing faculty teach these skills in a variety of formats and, increasingly, via simulation experiences. Method: This pilot study aimed to compare a group of interprofessional health professions students’ (N = 73) self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness. Results: Postworkshop, students rated themselves as significantly more confident in interprofessional and palliative care communication (p < .001) than preworkshop, identified important areas of behavior change and professional identity, and provided faculty with ideas for future simulation workshops. Conclusion: Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes.
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