Simulation as a component of introductory physiotherapy clinical placements

Abstract

Simulated learning experiences (SLEs) assist students to acquire knowledge and skills and are an effective teaching tool in physiotherapy education. The aim of this project was to explore physiotherapy student attitudes towards SLEs as a preparatory component of an introductory clinical placement. The project was a quasi-experimental, pre/post-test repeated measures design. Participants were second year physiotherapy students (n=57) allocated to a placement which included one week of SLEs and three weeks in a healthcare setting. The SLE week consisted of sessions to develop students' clinical skills in preparation for placement. Data on participant attitudes towards SLEs were collected via anonymous survey before and after the SLE week, and at the completion of the three week clinical placement. Attitudes of respondents (n=43) towards SLEs were significantly more positive at the completion of the SLE week. At the completion of the three week clinical placement, all responses remained more positive than at the commencement of the project, however participant responses were generally less positive than at the conclusion of the week of SLEs. Students valued the use of SLEs in preparing for introductory clinical placements. Simulated learning experiences should be considered as a useful tool for pre-placement preparation for early year physiotherapy.

Delivering introductory physiotherapy clinical placements incorporating simulated learning experiences in rural settings

“…This course is designed to introduce students to the role and practice of physiotherapy and to give students introductory experience in integrating theory and skills learnt at university with ‘real life’ clinical practice. Since 2014, this course has included one week of preparation for placement incorporating SLEs, followed by a traditional clinical placement in a physiotherapy health care workplace, currently two weeks in duration 27 . The supervision of physiotherapy students in their early years is perceived by some clinicians to be more onerous than students in later years due to the student's basic clinical skills and need for closer supervision.…”

“…Clinicians might be unsure of what placement experiences they could offer and how to structure such experiences and might require support and training to deliver placements which offer high‐quality learning experiences for students 17,18 . Simulated learning experiences (SLEs) are increasingly being incorporated into physiotherapy education and clinical placements including at the University of Newcastle (UON) 19‐27 . Such novel and innovative models of clinical education delivery can also be more challenging for clinicians in rural areas, possibly due to limited training or resource constraints.…”

“…17,18 Simulated learning experiences (SLEs) are increasingly being incorporated into physiotherapy education and clinical placements including at the University of Newcastle (UON). [19][20][21][22][23][24][25][26][27] Such novel and innovative models of clinical education delivery can also be more challenging for clinicians in rural areas, possibly due to limited training or resource constraints. However, to our knowledge there is no research evidence relating to the delivery of SLE in physiotherapy in rural settings.…”

“…Since 2014, this course has included one week of preparation for placement incorporating SLEs, followed by a traditional clinical placement in a physiotherapy health care workplace, currently two weeks in duration. 27 The supervision of physiotherapy students in their early years is perceived by some clinicians to be more onerous than students in later years due to the student's basic clinical skills and need for closer supervision. The SLE component allows for the development of some of these skills in a safe pseudoclinical environment that is easily transferable to the clinical setting.…”

How to plan for simulation integration into undergraduate physiotherapy training

“…Healthcare training therefore requires adjustments and a widened training platform to ensure the continued throughput of skilled graduates. [9,10] Simulation is defined by the Healthcare Simulation Dictionary [11] as an educational methodology that involves designing a realistic situation where student learning and skills practice are facilitated. Simulation, in the context of the present study, refers to the integration of a variety of simulation modalities in both immersive and practical skills-based, simulationbased learning experiences (SBLEs) in a healthcare training programme.…”