Background/Objectives: Effective teamwork is crucial for minimizing human error in healthcare settings. Medical teams, typically composed of physicians and nurses, supported by auxiliary professionals, achieve better outcomes when they possess strong collaborative competencies. High-quality teamwork is associated with fewer adverse events and complications and lower mortality rates. Based on this background, the objective of this study is to analyze the perception of non-technical skills and immediate learning outcomes in interprofessional simulation settings based on E-CRM items. Methods: A cross-sectional observational study was conducted involving participants from the official postgraduate Medicine and Nursing programs at the Catholic University of Murcia (UCAM) during the 2024–2025 academic year. Four interprofessional E-CRM simulation sessions were planned, involving randomly assigned groups with proportional representation of medical and nursing students. Teams worked consistently throughout the training and participated in clinical scenarios observed via video transmission by their peers. Post-scenario debriefings followed INACSL guidelines and employed the PEARLS method. Results: Findings indicate that 48.3% of participants had no difficulty identifying the team leader, while 51.7% reported minor difficulty. Role assignment posed moderate-to-high difficulty for 24.1% of respondents. Communication, situation awareness, and early help-seeking were generally managed with ease, though mobilizing resources remained a challenge for 27.5% of participants. Conclusions: This study supports the value of interprofessional education in developing essential competencies for handling urgent, emergency, and high-complexity clinical situations. Strengthening interdisciplinary collaboration contributes to safer, more effective patient care.

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.

Background/Objectives: Effective communication in critical care is crucial, particularly with the constraints of Personal Protective Equipment (PPE). This study aimed to evaluate speech intelligibility under varying conditions of distance, ambient noise, and PPE types in a simulated ICU. Methodology: A quasi-experimental design was used with 23 participants in 24 scenarios, combining three distances (1, 2, and 5 m), two noise levels (quiet and ICU-like), and four PPE types (no mask, surgical mask, N95, and PAPR). Speech intelligibility was assessed by positioning the subjects at varying distances while playing phonetically balanced words through a playback device equipped with the different PPE being tested. The evaluation was conducted under two sound conditions (25 dB(A) and 45 dB(A)). The percentage of correct responses by the subjects to the perceived sounds was determined as a measure of intelligibility. The relation between variables was analyzed using the Wilcoxon Test and the Friedman Test. Results: Significant differences in word recognition were observed across conditions. Ambient noise reduced intelligibility, with recognition percentages significantly lowering in noisy environments. PPE type also influenced comprehension, with PAPR posing the greatest challenge. Friedman’s test showed that increasing distance significantly decreased recognition accuracy. Distances beyond two meters negatively impacted intelligibility across all devices tested. Conclusions: In noisy conditions (>45 dB(A)), a combination of distances greater than two meters and PPE use reduced intelligibility by over 40%, potentially compromising patient safety. The use of communication aids, such as visual cues or alternative speech devices, is recommended, particularly with PAPRs, to enhance comprehension and ensure effective communication between healthcare providers and patients.

Background/Objectives: Debriefing is a key component of clinical simulation that promotes reflective practice and experiential learning, with demonstrated benefits for patient safety and professional performance. However, its structured implementation in out-of-hospital emergency services remains limited and insufficiently standardized. This study aimed to explore the level of knowledge, training exposure, perceived usefulness, and implementation of debriefing among healthcare professionals in a prehospital emergency service. Methods: A descriptive, observational, cross-sectional study was conducted among physicians, nurses, and emergency medical technicians (EMTs) working in the 061-emergency service of the Murcian Health System (Spain). An anonymous and self-administered questionnaire was distributed (n = 1278), including sociodemographic variables, simulation training exposure, knowledge and perceived usefulness of debriefing. The validated Spanish version of the DASH instrument and a Spanish-translated version of the OSAD instrument was used for exploratory assessment purposes. Results: A total of 49 professionals participated (response rate: 3.8%). Overall, 85.7% of participants were familiar with debriefing, and 65.3% rated it as highly useful. However, 55.1% reported no simulation-based training within the service in the previous year. A statistically significant association was found between professional category and perceived usefulness of debriefing (p < 0.001), with EMTs reporting lower perceived usefulness compared to physicians and nurses. Despite this, when debriefing was conducted, it was generally rated as high-quality, particularly in terms of psychological safety and reflective engagement. The lowest scores were observed in the domain of application to clinical practice. Key barriers included lack of time (72%), insufficient trained facilitators (60%), and limited educational resources (50%). Conclusions: A substantial gap exists between theoretical awareness and the practical implementation of structured debriefing in prehospital emergency settings. While debriefing is positively perceived and effectively delivered when applied, organisational barriers and profession-specific differences hinder its routine use. Targeted strategies, including facilitator training, dedicated resources, and tailored approaches for different professional groups, are needed to enhance its integration into clinical practice.