Healthcare is increasingly delivered by multidisciplinary teams, yet many healthcare professionals still begin their careers having had limited opportunities to learn with, from and about other professions during their education. As healthcare systems become more complex, preparing graduates who can communicate effectively, collaborate confidently,and make safe clinical decisions has never been more important.

This challenge inspired my Professional Doctorate research at Glasgow Caledonian University, which explored the lived experiences of undergraduate nursing students participating in interprofessional simulation-based learning (IPSBL) with medical students at RCSI Bahrain.

Simulation has long been recognised as an effective educational strategy for developing clinical competence in a safe environment. However, technical skills alone are no longer sufficient. Modern healthcare demands professionals who can communicate across disciplines, demonstrate leadership, manage uncertainty and work together to deliver patient-centred care. Interprofessional simulation provides a unique opportunity to develop these capabilities before students enter clinical practice.

Rather than measuring performance scores or examination results, my research examined how nursing students experienced interprofessional simulation and how those experiences influenced their learning and subsequent clinical practice. Using Interpretative Phenomenological Analysis (IPA), the study explored participants' personal reflections after taking part in realistic simulation scenarios alongside medical students.

One of the most striking findings was the transformation students described throughout their learning journey. Many entered the simulation feeling anxious, uncertain and hesitant to contribute. They worried about making mistakes, speaking in front of peers from other professions and meeting expectations in an unfamiliar team environment. Yet these initial feelings gradually evolved into confidence as students recognised that simulation was a safe place to learn rather than a place to be judged.

The research also demonstrated that simulation extends well beyond practising clinical procedures. Students described developing leadership skills, learning to advocate for patients, communicating more effectively within multidisciplinary teams, managing conflict respectfully and making clinical decisions with greater confidence. Importantly, they reported transferring these skills into their subsequent clinical placements, where they felt better prepared to engage with doctors and other healthcare professionals.

Another important insight was the role of psychological safety. Students emphasised that meaningful learning occurred when facilitators created supportive environments where mistakes were viewed as opportunities for reflection rather than failure. Structured debriefing enabled participants to examine not only what they did, but also why they made particular decisions and how they could improve future practice. This reflective process was consistently described as one of the most valuable aspects of the learning experience.

The study also contributes to a significant regional evidence gap. While interprofessional education has received increasing international attention, relatively little research has explored students' lived experiences within the Gulf region. Understanding these experiences is essential to ensuring that educational strategies are appropriate to our cultural and institutional contexts and to inform future curriculum development.

As educators, we have a responsibility to prepare graduates not only with sound clinical knowledge but also with the confidence, resilience and collaborative skills required to deliver safe, high-quality patient care. Interprofessional simulation offers a powerful way to achieve this by creating authentic learning experiences that mirror the realities of modern healthcare.

Looking ahead, I hope this research encourages greater integration of interprofessional simulation throughout healthcare curricula in Bahrain and beyond. By investing in collaborative learning today, we are helping to develop healthcare professionals who will work together more effectively tomorrow and ultimately improve patient outcomes and strengthen our healthcare system.