Simulation Strategies to Teach Patient Transfers: Self-Efficacy by Strategy

Baird, Joanne M.; Raina, Ketki D.; Rogers, Joan C.; O’Donnell, John M.; Terhorst, Lauren; Holm, Margo B.

doi:10.5014/ajot.2015.018705

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…Some researchers reported 6 that American students’ transferring skills, knowledge, and confidence improved after the simulation experience. However, it appears that no studies have been conducted in SA using simulation in teaching PTS with occupational therapy students.…”

Section: Introductionmentioning

confidence: 99%

Comparing the Effectiveness of Role-Play Simulation versus Real Patient Transferal Skills Training in Occupational Therapy Students in Saudi-Arabia- A Quasi-Experimental Study

Meny¹,

Hayat²,

Eldigire³

et al. 2023

AMEP

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Purpose To compare the effectiveness of using role-play simulation as a possible alternative to real-patient training to teach transferal skills to occupational therapy students. Patients and Methods Seventy-one occupational therapy students (including those in their second, third and fourth years) participated in a quasi-experimental study. The students were randomly divided into two groups. One group received role-play simulation at the university. The other received training on real patients with mild to moderate stroke and spinal cord injury (one session/week for six weeks) in clinical (inpatient) settings in Jeddah to learn patient transferring skills. Student performance was taken as a measure of teaching method effectiveness, and was evaluated by using a validated OSCE-type assessment tool developed at the end of training. The tool showed good reliability (Cronbach’s α was > 0.7) and inter-reliability (Kappa < 0.001). Results A total number of 71 students participated in the study. The majority of the students were female (66.2%, N=47) and 33.8% (N=24) were male. About 33.8% (N=24) of students were in the second year, 29.6% (N=21) were in the third year and 36.6% (N=26) were in the fourth year. There were 36 (49.3%) students in the simulation group The mean age of the students was 20.70 (SD=1.2). There was no significant difference in the students’ performance in both groups with a P-value of 0.139. Conclusion Role-play simulation can effectively be used for students’ training as there was no difference in the outcome of the students’ performance in patient transferring skills in both groups. This finding can help in designing and implementing training through simulation, especially in situations where training on severely ill patients may be a safety risk.

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Section: Introductionmentioning

confidence: 99%

Comparing the Effectiveness of Role-Play Simulation versus Real Patient Transferal Skills Training in Occupational Therapy Students in Saudi-Arabia- A Quasi-Experimental Study

Meny¹,

Hayat²,

Eldigire³

et al. 2023

AMEP

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“…Purpose of the Study For this study, and to guide the research questions, self-efficacy is defined by Bandura (1982) as the "judgements of how well one can execute courses of action required to deal with perspective situations" (p. 122). In fieldwork education, perceived self-efficacy can serve as an indicator for the success or failure of a student in a stressful new clinical or community-based context (Baird et al, 2015). For occupational therapy students to be successful in their clinical rotations, they must first find meaningful connections and apply theory to practice (Grenier, 2015;Wrenn & Wrenn, 2009).…”

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confidence: 99%

Perceptions and Outcomes of Occupational Therapy Students Participating in Community Engaged Learning: A Mixed-Methods Approach

Mattila¹

2019

The Open Journal of Occupational Therapy

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Today's health care system requires therapists to acquire a level of confidence, flexibility, and personal growth that enables them to treat a diverse and complex clientele. Occupational therapy programs need to ensure that clinical placements can best prepare students for these demands. Community engaged learning (CEL) offers a distinctive opportunity both to meet the curricular requirements of fieldwork and to afford students the chance to develop unique sets of skills. The purpose of this mixed-methods study was to examine the experiences of graduate occupational therapy students participating in CEL fieldwork placements. The study explored the students' self-efficacy before and after placements and the transformative learning process that occurred. Data were collected from semi-structured interviews, pre/ post surveys, and reflective journals. The findings resulted in eight major themes that revealed growth in self-efficacy and personal and professional development. The results indicated the influential impression CEL leaves on the development of the student and provides a potential solution for programs to meet the demands of the current health care climate. Comments The author reports that they have no conflicts of interest to disclose.

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“…In this issue of AJOT are articles that address pedagogy and instructional design topics including the effects of specific curricular changes (Benevides, Vause-Earland, & Walsh, 2015;Schwartz & Smith, 2015), the use of simulation and standardized patients Baird, Raina, Rogers, O'Donnell, Terhorst, & Holm, 2015;Cahill, 2015) and tests (Avi-Itzhak, 2015), and the use of online synchronous learning (Aldrich & Johansson, 2015) as well as the production of data documenting educational outcomes that are inclusive of both student learner and educator (classroom, standardized patient, fieldwork) perspectives (Chapleau & Harrison, 2015;Evenson, Roberts, Kaldenberg, Barnes, & Ozelie, 2015;Grenier, 2015). That educational issues are addressed from academic, student, and fieldwork points of view further validates the pervasive commitment that is being made to further understanding of how occupational therapists are educated.…”

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confidence: 99%

Evolution of a Revolution in Occupational Therapy Education

Burke

Harvison

2015

The American Journal of Occupational Therapy

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This issue of the American Journal of Occupational Therapy reflects an increase in the quantity and quality of scholarly projects submitted for publication in this special issue. The positive response to the call for papers is evidence of the focused interest that faculty, both academic and clinical, and practitioners have brought to their work of educating and preparing the next generation of occupational therapists. This article discusses educational issues from academic, student, and fieldwork points of view, further validating the pervasive commitment that is being made to further understanding of how occupational therapists are educated. The articles cover topics including the critical issues of curriculum, value and timing of fieldwork and simulation experiences, and documentation of strategies to measure the effects of comparative educational experiences.

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Simulation Strategies to Teach Patient Transfers: Self-Efficacy by Strategy

Cited by 4 publications

References 20 publications

Comparing the Effectiveness of Role-Play Simulation versus Real Patient Transferal Skills Training in Occupational Therapy Students in Saudi-Arabia- A Quasi-Experimental Study

Comparing the Effectiveness of Role-Play Simulation versus Real Patient Transferal Skills Training in Occupational Therapy Students in Saudi-Arabia- A Quasi-Experimental Study

Perceptions and Outcomes of Occupational Therapy Students Participating in Community Engaged Learning: A Mixed-Methods Approach

Evolution of a Revolution in Occupational Therapy Education

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