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Preparing allied health students with foundational placement skills through a multi-disciplinary simulation week

Preparing allied health students with foundational placement skills through a multi-disciplinary simulation week
Preparing allied health students with foundational placement skills through a multi-disciplinary simulation week
Background:
The COVID-19 pandemic has led to an increased demand for clinical placements for Allied Health Professional (AHP) students. Consequently, we have needed to be creative to explore other ways to ensure students complete their 1,000 hours of clinical experience across the programme. A potential option is to use simulation to replace a portion of clinical hours. Evidence confirms that up to 25% of authentic physical practice with standardized simulated patients results in comparable student competency as assessed by an educator and that a 1-week period of simulation is effective in building students’ confidence before continuing with a placement in the clinical setting [1,2].
Aim:
Our aim was to design, develop, implement and evaluate a multi-disciplinary simulation programme to prepare students with foundational placement skills. We sought to therefore reduce the burden on NHS staff. We also sought to determine the effect of the programme on student readiness for placement, student confidence, investigate stakeholder perceptions of the programme and determine the suitability of simulation in contributing to clinical hours.
Method/design:
Simulation-based educational (SBE) pedagogy and principles guided the programme design and included: pre-brief, simulation with regular time outs to enable rehearsal of an activity and debriefing for reflection. We employed actor role players to act as the patient, relative or carer and clinical educators to guide the students as they would on a traditional placement. We developed three generic patient case studies designed specifically to focus on the development of the key programme learning outcomes: developing patient-centred communication skills and professional behaviours. We adopted a mixed-methods approach in our research design, collecting quantitative data from student self-report pre–post questionnaires, clinical educator questionnaires and qualitative data from focus groups to address our research questions and aims.
Implementation outline:
A total of 29 Allied Health Professional students (from physiotherapy, occupational therapy and podiatry) completed a 5-day intensive simulation programme. The programme included an inter-professional ‘fishbowl simulation’ followed by 3 days of profession-specific clinical scenarios with profession-specific learning outcomes ending on the final day in six simulated multi-disciplinary team meetings. The sessions were interactive with simulated patients and their relative/carers giving authentic patient feedback from a patient perspective. We observed rich transformational learning observing students improve their communication skills and becoming more patient-centred in their approach. Preliminary student feedback indicates that they found the simulation programme challenging but extremely rewarding. Formal data analysis is continuing.
simulated practice, practice education
A41-A41
Thackray, Deborah
4336a819-2b42-42bd-863b-2b074b977522
Turk, Ruth
9bb21965-6f9f-4c9c-8505-94df8e168f52
Rossiter, Laura
09f691e1-20ab-4675-98cc-069a27b77320
Dadswell, Rachel
87e305ff-e12e-4214-b575-134b95089bf6
Witts, Karen
84b4ae08-9f54-4e40-9c4e-0e09dc2b055f
Hamilton, Carrie
480c36b6-11ad-4b5c-957f-5bddb9d10d1b
Metcalf, Cheryl
09a47264-8bd5-43bd-a93e-177992c22c72
McCormick, Keith
ead71ea7-1f1e-4427-a491-885a0fdca669
Cowley, Emma
51301378-6b0c-4e3d-ab2a-037485c40275
Judd, Belinda
54a5f7e6-6600-4357-ade4-363e7cbc7624
Brentnall, Jennie
9f74b1ed-41bb-4460-9cd7-de29b561cd98
Thackray, Deborah
4336a819-2b42-42bd-863b-2b074b977522
Turk, Ruth
9bb21965-6f9f-4c9c-8505-94df8e168f52
Rossiter, Laura
09f691e1-20ab-4675-98cc-069a27b77320
Dadswell, Rachel
87e305ff-e12e-4214-b575-134b95089bf6
Witts, Karen
84b4ae08-9f54-4e40-9c4e-0e09dc2b055f
Hamilton, Carrie
480c36b6-11ad-4b5c-957f-5bddb9d10d1b
Metcalf, Cheryl
09a47264-8bd5-43bd-a93e-177992c22c72
McCormick, Keith
ead71ea7-1f1e-4427-a491-885a0fdca669
Cowley, Emma
51301378-6b0c-4e3d-ab2a-037485c40275
Judd, Belinda
54a5f7e6-6600-4357-ade4-363e7cbc7624
Brentnall, Jennie
9f74b1ed-41bb-4460-9cd7-de29b561cd98

Thackray, Deborah, Turk, Ruth, Rossiter, Laura, Dadswell, Rachel, Witts, Karen, Hamilton, Carrie, Metcalf, Cheryl, McCormick, Keith, Cowley, Emma, Judd, Belinda and Brentnall, Jennie (2021) Preparing allied health students with foundational placement skills through a multi-disciplinary simulation week. International Journal of Healthcare Simulation, 1 (Suppl1), A41-A41. (doi:10.54531/QAVZ1602).

Record type: Article

Abstract

Background:
The COVID-19 pandemic has led to an increased demand for clinical placements for Allied Health Professional (AHP) students. Consequently, we have needed to be creative to explore other ways to ensure students complete their 1,000 hours of clinical experience across the programme. A potential option is to use simulation to replace a portion of clinical hours. Evidence confirms that up to 25% of authentic physical practice with standardized simulated patients results in comparable student competency as assessed by an educator and that a 1-week period of simulation is effective in building students’ confidence before continuing with a placement in the clinical setting [1,2].
Aim:
Our aim was to design, develop, implement and evaluate a multi-disciplinary simulation programme to prepare students with foundational placement skills. We sought to therefore reduce the burden on NHS staff. We also sought to determine the effect of the programme on student readiness for placement, student confidence, investigate stakeholder perceptions of the programme and determine the suitability of simulation in contributing to clinical hours.
Method/design:
Simulation-based educational (SBE) pedagogy and principles guided the programme design and included: pre-brief, simulation with regular time outs to enable rehearsal of an activity and debriefing for reflection. We employed actor role players to act as the patient, relative or carer and clinical educators to guide the students as they would on a traditional placement. We developed three generic patient case studies designed specifically to focus on the development of the key programme learning outcomes: developing patient-centred communication skills and professional behaviours. We adopted a mixed-methods approach in our research design, collecting quantitative data from student self-report pre–post questionnaires, clinical educator questionnaires and qualitative data from focus groups to address our research questions and aims.
Implementation outline:
A total of 29 Allied Health Professional students (from physiotherapy, occupational therapy and podiatry) completed a 5-day intensive simulation programme. The programme included an inter-professional ‘fishbowl simulation’ followed by 3 days of profession-specific clinical scenarios with profession-specific learning outcomes ending on the final day in six simulated multi-disciplinary team meetings. The sessions were interactive with simulated patients and their relative/carers giving authentic patient feedback from a patient perspective. We observed rich transformational learning observing students improve their communication skills and becoming more patient-centred in their approach. Preliminary student feedback indicates that they found the simulation programme challenging but extremely rewarding. Formal data analysis is continuing.

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More information

Published date: 23 December 2021
Venue - Dates: Association of Simulated Practice in Healthcare: Moving upstream, Virtual, Staffordshire, United Kingdom, 2020-11-08 - 2021-11-10
Keywords: simulated practice, practice education

Identifiers

Local EPrints ID: 455308
URI: http://eprints.soton.ac.uk/id/eprint/455308
PURE UUID: efc54084-712e-4f06-9dbf-fe0c54a7dc3b
ORCID for Ruth Turk: ORCID iD orcid.org/0000-0001-6332-5353
ORCID for Cheryl Metcalf: ORCID iD orcid.org/0000-0002-7404-6066
ORCID for Emma Cowley: ORCID iD orcid.org/0000-0002-4486-9037

Catalogue record

Date deposited: 16 Mar 2022 18:07
Last modified: 28 Feb 2024 03:08

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Contributors

Author: Ruth Turk ORCID iD
Author: Laura Rossiter
Author: Rachel Dadswell
Author: Karen Witts
Author: Carrie Hamilton
Author: Cheryl Metcalf ORCID iD
Author: Keith McCormick
Author: Emma Cowley ORCID iD
Author: Belinda Judd
Author: Jennie Brentnall

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