Innovations in preparing students for placement: student perceptions of an interprofessional simulation week

Rossiter, Laura, Turk, Ruth, Grimmett, Chloe, Judd, Belinda, Brentnall, Jennie, Cowley, Emma, Dadswell, Rachel, Mccormick, Keith and Thackray, Deborah (2022) Innovations in preparing students for placement: student perceptions of an interprofessional simulation week. British Journal of Occupational Therapy, 85 (8S), [S43.1]. (doi:10.1177/03080226221113754).

Abstract

Purpose and aims: the COVID pandemic and the growing number of institutions offering allied health professions courses has increased the pressure on placement capacity (Clarke et al 2021). Consequently, institutions must explore innovative ways to ensure students complete placement hours and develop their professional and communication skills. One solution is simulation-based learning (Salter et al 2020, Imms et al 2018). Understanding student experience of this learning modality can inform future programme design, ensuring student learning needs are met (Aguilera- Hermida 2020). This research evaluates how a simulation programme prepared occupational therapy, physiotherapy and podiatry students at the University of Southampton for their first clinical placement.

Design and methods: a mixed-methods design was used, with only qualitative findings with a focus on communication, confidence and interpersonal skill development presented here. A self-selected group of 29 students completed the week-long simulation programme with actor role players as patients and carers in three inter-professional multidisciplinary case studies. Of these students, 11 participated across two focus groups mid-way through a five-week placement. These were transcribed verbatim and thematically analysed. The project was funded by Health Education England.

Results: students reported improved communication as the simulations enabled them to practise building rapport, trial using different phrases and tailor their communication. Although some students found taking a turn stressful, particularly initially, they felt their confidence grew, with several students finding the week particularly transformative.

Conclusion: a week-long simulation-based programme can increase students’ perceived confidence and improve their communication before their first clinical placement.

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Contributors

Author: Ruth Turk

Author: Chloe Grimmett

Author: Emma Cowley

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