The Effect of High-Fidelity Simulation–Based Learning in Acute Cardiorespiratory Physical Therapy—A Mixed-Methods Systematic Review

Brown, Laura S.; İlhan, Emre; Pacey, Verity; Hau, Wendy; Kooi, Veronica van der; Dale, Marita

doi:10.1097/jte.0000000000000183

Cited by 6 publications

(7 citation statements)

References 32 publications

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“…In recent years, several systematic reviews have been conducted to evaluate the effects of simulation tools on physiotherapy students' practices. In some reviews, authors have declared effectiveness on several or all scales [ 25 , 38 ], but in others, significant effects were not observed [ 27 – 29 ]. However, this SR's results demonstrated that in most studies, physiotherapy students reported a positive effect of computer simulation methods on improving clinical reasoning, basic knowledge, and practical skills.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of clinical performance, the Physical Therapy Practice Assessment Tool (APP) did not significantly increase mean scores. Likewise, it was observed that computerized mannequins improve students' preparedness for clinical practice but do not improve students' clinical performance or skills [ 29 ]. Due to some inconsistencies in the results, it was decided to do a more recent review of the studies.…”

Section: Introductionmentioning

confidence: 99%

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Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Rezayi

Shahmoradi

Ghotbi

et al. 2022

BioMed Research International

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Introduction. Applying computerized simulation education tool for learning in medical domains is widely used in many countries. This review is aimed at systematically investigating the computerized simulation tools developed to educate physiotherapy students and determine the effectiveness of these interventions. Methods. A comprehensive search was conducted in Medline (through PubMed) and Scopus databases from inception to Sept. 10, 2022. The studies that examined the effectiveness of computerized simulation-based interventions were included. Results. Sixteen studies were included in this systematic review. All included examinations were ranked “good” or “low risk of bias” based on the criteria utilized in the Joanna Briggs Institute (JBI) scale and the Effective Public Health Practice Project (EPHPP) tool. Most of the articles (43%) were conducted in the USA and 25% in Australia. In 43% of the total studies, the study population was only physiotherapy students, and in 12.5% of them, the scope of education was related to practical skills training. Three of the 16 reviewed articles presented positive qualitative results; thirteen quantitative investigations also declared statistically positive effects. Positive effects have been seen in areas such as improving professional and behavioral abilities, improving knowledge and self-confidence, and reducing stress. The sample size of the studies ranged from eight to 162 participants. The limited sample sizes in groups, lack of interaction, and short follow-up duration were the most consistent limitations evident within the included studies. Conclusion. Computerized simulation education approaches can help to improve physiotherapy students’ skills and knowledge. They also have great potential to reduce learning costs and increase the quality of education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Rezayi

Shahmoradi

Ghotbi

et al. 2022

BioMed Research International

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“…Over the past decade, clinical site placement in physical therapist (PT) education has become increasingly difficult in the acute care and intensive care unit (ICU) environments 1–13. The growing acuity of patients with complex diagnoses and comorbidities in these environments may be a hindrance to student placement 9–11,14–16.…”

mentioning

confidence: 99%

“…This teaching mechanism has only recently become more formalized in PT education over the past decade. Research has been conducted on simulation in PT education programs, focusing on outcomes including student self-confidence,2,3,5,7–11,25–32 clinical performan-ce,3,5,9,11,14,26,28,30 and clinical-reasoning skills 3,5,6,9,16,26,29,30,33…”

mentioning

confidence: 99%

“…15 This teaching mechanism has only recently become more formalized in PT education over the past decade. Research has been conducted on simulation in PT education programs, focusing on outcomes including student self-confidence, 2,3,5,[7][8][9][10][11][25][26][27][28][29][30][31][32] clinical performan-ce, 3,5,9,11,14,26,28,30 and clinical-reasoning skills. 3,5,6,9,16,26,29,30,33 The ACAPT convened a Strategic Initiative Panel on Simulation (SIPS) to investigate simulation in PT education.…”

mentioning

confidence: 99%

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Partial Substitution of Simulation-Based Learning Allows Equal Student Self-confidence in the Acute Care Setting

Dale¹,

Perlow²,

Lucado³

2022

Journal of Acute Care Physical Therapy

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Purpose: This study examines whether 20% substitution of a simulation-based learning experience (SBLE) during a physical therapist (PT) education integrated clinical experience (ICE) produces differences in student confidence in the acute care setting. Methods: Twenty-one students were randomized into 2 groups. The control group received the traditional 5 days of ICE. The experimental group received 4 days of ICE and 1 day of SBLE focused on the acute care setting. Students were administered the Acute Care Confidence Survey (ACCS) at the beginning, midterm, and conclusion of the semester. Statistical methods were used to examine within-and between-group differences in the ACCS. Results: Eleven of 15 items on the ACCS did not demonstrate any significant difference in change of scores between groups at midterm. Four items related to psychomotor-based skills showed a significant difference, with the group receiving simulation showing greater improvements in confidence scores at midterm. Acute care confidence improved significantly in both groups over time; however, no significant difference between groups was observed in self-reported confidence levels by the end of the semester. Conclusion:Health care simulation has the potential to increase the self-confidence of students in the acute care setting and should be further examined to see whether SBLE could potentially supplement or substitute ICE days in PT education.

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Evaluating anxiety and self-confidence in nursing students: Adaptation and validation of the NASC-CDM scale for high-fidelity simulation training

Van de Weyer,

White,

Franck

et al. 2024

Clinical Simulation in Nursing

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The Effect of High-Fidelity Simulation–Based Learning in Acute Cardiorespiratory Physical Therapy—A Mixed-Methods Systematic Review

Abstract: Green = study did quantitatively explore the theme; Grey = study did not quantitatively explore the theme; "+" means that the study corroborated with qualitative themes, and "-" means that the study did not corroborate with the qualitative themes. *This was a correlational analysis.

Cited by 6 publications

References 32 publications

Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Computerized Simulation Education on Physiotherapy Students’ Skills and Knowledge: A Systematic Review

Partial Substitution of Simulation-Based Learning Allows Equal Student Self-confidence in the Acute Care Setting

Evaluating anxiety and self-confidence in nursing students: Adaptation and validation of the NASC-CDM scale for high-fidelity simulation training

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