Developing and piloting a simulated placement experience for students

Abstract

COVID-19 and rising student numbers are affecting healthcare education, particularly access to clinical placements. As healthcare education is increasingly supported by technology and non-traditional teaching methods, educational experiences gained through clinical placement also require new approaches. This article explores and discusses the use of a simulated clinical placement for a dietetic student cohort. During this virtual placement, students were able to explore and experience a virtual clinical setting and immerse themselves in a placement experience. A vast range of virtual resources were linked to the online placement portal, including statutory and mandatory training, dietetic resources, patient journeys and interprofessional communication. Advantages of this approach include that all students experience a given situation, unlike in traditional placements where workloads, variety and engagement vary; there is also no risk to patient safety. The aim is to enhance the learning experience to create effective, efficient clinicians. This virtual placement for dietetics is part of a bigger project to develop and evaluate the use of a virtual placement framework in a range of professions. The concept of virtual placement may have been brought forward by the COVID-19 crisis but was inevitable with the move to more technology-enhanced learning tools.

Evaluation of an Online Learning Concept for Nursing Students in Caring for Patients with Dementia: Results of a Questionnaire Survey

“…Further advantages of this approach were described by Taylor et al (2021). They reported on an online simulation training experience that presented no risk to patient safety [ 27 ]. The nursing students taking part in the Elaine Study confirmed this finding and mentioned the possibility to learn without any pressure by having the opportunity to exercise their own practical competencies, as well as identifying their current existing deficits in a secure learning environment, as being significantly positive.…”

“…As a consequence, Meyer et al proposed a modified transformative learning process regarding simulation training for healthcare students to create the best possible prerequisites for optimum dementia care in the future [ 28 ]. In the opinion of Taylor et al, these mentioned advantages are important fundamentals for enhancing the learning experience and creating effective, efficient clinicians in the future [ 27 ].…”

“…Using the online format for the simulation training supported the core aim to make the content of lectures easier to understand. Further advantages of this approach were described by Taylor et al (2021). They reported on an online simulation training experience that presented no risk to patient safety [27].…”

Practice-based learning and the impacts of COVID-19: doing it for real?

“…They offer a new method of simulation with the benefits of an 'anytime, anywhere' educational delivery, enabling multi-participant, immersive and realistic delivery of practice based interprofessional education at scale. Taylor et al (2021) discuss virtual placements as an alternative to traditional clinical placements, drawing on the example of a simulated clinical placement developed for dietetic students at Coventry University, where students immerse themselves in a virtual placement experience. While this innovation is profession-specific there are plans to develop and adapt the use of a virtual placement framework in a range of professions.…”

Do we know enough? The need to research more about simulation placements in higher education institutions in order to understand its value from the perspectives of staff members and students

“…Research identifies the potential issues in practice (Taylor et al, 2021), where there are inequities in placement experiences for students that may form a barrier to skills and knowledge enhancement, thus proving detrimental to student learning. This may, in turn, disadvantage students in gaining the experiences they need to improve their chances of becoming a skilful nurse with the required evidence‐base to help save lives and improve patient journeys.…”