Table 3 Absolute frequencies of codes for each category and subcategory.

Analyse (3)[*]

Quality improvement (2)

Quality improvement of delirium management (2)

‘I think the impact of the preliminary study on management is that the preliminary study materials have helped us see more clearly how to manage delirium from the perspective of nurses and pharmacists to improve the quality of the patient.

Self-analysis (1)

Metacognition (1)

‘I was able to recognize objectively through this simulation that I do not fully understand the three categories of direct, induced, and preparatory factors.’

Apply (23)

Interprofessional team collaboration (9)

Contribution as professional roles (5)

‘I had an idea of the factors that lead to delirium in my preliminary study, so I think I was able to directly ask myself how I should treat this patient in such a case.’

Team building (2)

‘The team clearly understood the team's goals and the teamwork was smoother as a result, since everyone knew the common knowledge about dealing with delirium from the preliminary study.’

Utilization of professional perspectives (1)

‘From the nurses' perspective, the patient was able to assess his activities of daily living at home, which had been fine in the past, but had not been possible after hospitalization.’

Gathering information through interprofessional collaboration (1)

‘I thought delirium was likely to occur at the time of admission, such as the patient's background. I was able to realize this time that when we see a patient like this, what kind of information, if collected by health professions, we can respond quickly.’

Problem solving (10)

Applying knowledge of delirium response (5)

‘I usually deal only with drugs, so I was glad that I knew in the preliminary learning that there are factors that contribute to this kind of delirium, and I was able to use that knowledge in this simulation.’

Categorizing delirium factors (3)

‘By doing my preliminary learning, I was able to identify and categorize the factors of delirium that needed to be addressed. I believe this is what I was able to use in the simulation, what I had learned in the preliminary study.’

Decision making as professional roles (2)

‘I learned that I can score delirium to make a diagnosis and consider whether or not it is delirium, making it easier to understand how to determine delirium from my profession's role.’

Positiveness (3)

Motivation (1)

‘Since it is assumed that the knowledge learned in the preliminary study will be used in this simulation, I found the flipped classroom approach to be more practice-oriented, and therefore, I felt that I would learn more or actually become more motivated to learn on my own than in a lecture.’

Self-explanation (1)

‘I end up being passive in my learning in a traditional lecture. This time, I had an opportunity to speak on my own, so I thought what I learned was more likely to leave a lasting impression.’

Active participation (1)

‘I was able to actively add to the discussion about patient information that I also knew.’

Translational simulation (1)

Discussions in line with actual clinical practice (1)

‘Since I knew what factors lead to delirium in the preliminary study, I was able to learn how I would respond in the case of an actual patient.’

Understand (12)

Assessment and diagnosis (9)

Understanding delirium assessment approach (6)

‘I think it is good to have a true objective and unbiased measure of delirium as a common terminology, rather than just thinking it is delirium somehow, since the scoring of delirium can now be assessed with the objective approach.’

Understanding diagnostic process (3)

‘Through my preliminary learning, I learned delirium scoring, which helped me to understand the diagnostic process of delirium.’

Common terminology (3)

Using common language of each profession (3)

‘I was able to learn a common language through the preliminaries. In this regard, I found it good that the scoring of delirium is an objective number, so I can take a more objective view of delirium and share it with other health professionals, rather than just thinking that it is just delirium.’

Remember (1)

Memory retention (1)

Memory retention (1)

‘I thought that with lectures, time would end up being passive. Today, I had a chance to speak on my own, so I thought it would be easier to leave a lasting impression.’