All individuals have the inherent right to communicate (McLeod, 2018), and every person, regardless of age, deserves the opportunity to participate in their healthcare (Ward, 2015). However, children with complex communication needs (CCN) frequently encounter barriers to effective communication in healthcare settings. Interactions between children with CCN and nurses are often compromised, resulting in frustration for both parties (Fink et al., 2008; Shilling et al., 2012). These communication breakdowns can adversely affect care, delay recovery, and prolong hospital stays (Fink et al., 2008), while also requiring parents to assume the roles of advocates and protectors (Shilling et al., 2012). Furthermore, research indicates that both nurses and speech-language pathologists (SLPs) report low confidence in their ability to support the communication needs of children with CCN. The purpose of this study was to examine the impact of a pilot interprofessional training on the confidence levels of SLP and nursing students. Graduate SLP students provided instruction to nursing students on strategies for supporting hospitalized children with CCN. Subsequently, both groups participated in simulations in which they completed mock nursing tasks while facilitating communication with a “child” with CCN. Participants completed a retrospective pre-post rating scales assessing confidence in supporting children with CCN and engaging in interdisciplinary collaboration. Results indicated increased confidence among all students, with nursing students demonstrating greater gains than SLP students.
