Background/Objectives: Nursing professionals are often subject to social stereotypes that can hinder effective teamwork with other healthcare professionals and limit their professional growth. Interprofessional education (IPE) enhances teamwork skills and promotes a better understanding of other professional groups. This study aimed to identify the presence of stereotypes associated with nursing among postgraduate nursing and student physicians specializing in emergency medicine and to assess the applicability of simulation as an IPE strategy. Methods: A pilot study using high-fidelity simulation activity focusing on interdisciplinary collaboration was designed for students in the master’s programs in emergency nursing and emergency medicine at the Catholic University of Murcia. The activity took place in May 2024 and involved 52 participants (24 postgraduate nursing students and 28 postgraduate student physicians). A mixed-method descriptive study was conducted using a 16-item self-administered questionnaire. Data were analyzed using the Shapiro–Wilk test for normality, Fisher’s F test, and the Mann–Whitney U test to evaluate the relationship between variables (p < 0.05). Results: A total of 22 questionnaires were collected (16 from nurses postgraduate student and 6 from postgraduate physicians). Positive attitudes toward nursing stereotypes were found in 9 of the 13 items. No statistically significant differences were observed between the groups regarding most stereotypes, except for one. Negative stereotypes about nursing leadership, professional autonomy, and patient relations were more prominent among nursing students. Conclusions: Stereotypical perceptions exist among both postgraduate nursing and postgraduate student physicians, particularly in nursing leadership and autonomy. Most participants expressed satisfaction with the simulation-based IPE activity, indicating its value in improving the understanding of other professionals’ roles. IPE should be incorporated into health sciences education.

To evaluate clinical performance and user perception after advanced life support training through immersive virtual reality (VR) simulation, focused on decision-making in a hypothermia scenario involving a helicopter evacuation. Cross-sectional observational study with an analytical component. Update Course on Ultrasound and Emergencies organized by the semFYC, held in Las Palmas de Gran Canaria from February 6 to 8, 2025. 101 healthcare professionals who fully completed the simulation experience and assessment questionnaires. Immersive VR clinical simulation using a 360° video recorded at a ski station, presented through Meta Quest 3® headsets. The scenario included 16 clinical decisions related to the management of a hypothermic patient during air transport. Percentage of correct clinical decisions, subjective perception (satisfaction, realism, confidence), and system usability assessed using the System Usability Scale (SUS). The mean score for correct decisions was 69.4% (SD = 15.2). Participants rated the experience very positively, highlighting realism (8.87/10), training usefulness (M > 4.7/5), and increased clinical confidence. The mean SUS score was 76.7, indicating “good” usability. A lower performance was identified in specific advanced hypothermia decision-making items. Immersive VR simulation proved to be a feasible, well-accepted, and useful strategy for training in clinical decision-making in complex, low-frequency scenarios. The results support its integration as a complementary tool in continuing emergency training programs.