Kelly Lackie, MN PhD RN CCSNE
Associate Director Interprofessional Education & Simulation-based Education; Assistant Professor, School of Nursing, Faculty of Health
Dalhousie University
Dr. Kelly Lackie BScN MN PhD RN CCSNE is the Associate Director of Simulation-based Education & Interprofessional Education and an Assistant Professor at the School of Nursing, Dalhousie University, Nova Scotia, Canada. Dr. Lackie is also a Junior Scholar with the WHO/PAHO Collaborating Centre on Health Workforce Planning & Research at Dalhousie University, as well as an Adjunct Professor at Acadia University School of Education in Nova Scotia. Dr. Lackie’s program of research is situated in the discipline of interprofessional education for collaborative person-centered practice (IPECP) and focuses on a number of interrelated areas, including interprofessional education, learning, practice, and care; interprofessional simulation-based education; interprofessional collaboration and productivity; competency assessment; evidence-based decision-making; and, health systems planning. Dr. Lackie sits on the Steering Committee of InterprofessionalResearch.Global (IPR.Global), the Global Network for Interprofessional Education and Collaborative Research and co-leads the Knowledge Exchange Working Group of IPR.Global.

Presenting at the Nexus Summit:

Simulation-based education (SBE) has been used to augment and/or partially substitute clinical learning as it provides a controlled setting with natural, realistic, and relevant practice experiences, without risk of injurious patient consequences. Interprofessional SBE (IP-SBE) provides a platform for students to learn about, from, and with one another to develop and practice interprofessional collaborative (IPC) competencies. However, socio-historical hierarchies that are predominant in healthcare cultures often emerge in simulation, negatively impacting interprofessional learning. Creating…
Effective interprofessional teamwork and collaboration are essential to optimize quality and safety of care provision and health outcomes. Evidence suggests even before entering professional programs, students form stereotypical impressions of professional groups, which can set them in opposition to one another. An educational escape room experience was created based on the authors’ research which showed students interested in health professional careers are often socialized to consider the contributions of one profession over others at an early stage of career consideration. This perpetuates…