The impact of simulation-based learning on the knowledge, attitude and performance of physiotherapy students on practice placement
Dairo, Yetunde M., Hunter, Kirsty and Ishaku, Timothy (2024) The impact of simulation-based learning on the knowledge, attitude and performance of physiotherapy students on practice placement. BMC Medical Education, 24 (1). p. 786. ISSN 1472-6920
|
Text
12909_2024_Article_5718.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB) | Preview |
Abstract
Background: Practice placement is a crucial part of pre-registration physiotherapy education worldwide. However, educators face challenges in finding practice sites for students to undertake placement. The use of simulation-based (SBL) learning has the potential to replace some traditional placement, thereby increasing placement capacity, but the benefits have not been fully explored. This study aimed to assess the impact of SBL placement on students’ knowledge, attitude, and performance during practice placements with external providers. Methods: This study utilised an exploratory qualitative research design using a semi-structured interview to collect data from Year 2 students of a 2-year MSc pre-registration physiotherapy programme in the UK. To be eligible to be included in the study, students must have participated in the 4-week simulation placement and have completed all their practice placements with external providers. All the interviews were conducted virtually in a 1:1 setting and recorded. The interviews lasted an average of 45 min. An inductive thematic analysis based on Braun and Clarke’s approach was utilised in this study. Results: Twelve students consented to participate in this study. The 56 codes generated from the data were categorised into 5 themes; [1] Working together, [2] Working with Service Users, [3] Professionalism, [4] Profession-specific practical skills and [5] Generic practical skills. Participants unanimously expressed a positive view on working in groups, and they believe that engaging with service users who acted as patients enhanced the authenticity of the simulation placement. Subjective and objective assessments were considered important profession-specific skills gained during the simulation. Despite the benefits derived from the simulation placement, some participants felt that the learning experience would have been enriched by periodically changing the groups they were working in and having the opportunity for more 1:1 feedback throughout the four weeks. Conclusions: SBL has the potential to be a valuable educational experience for physiotherapy students. It may assist in better preparing students for successful integration into the dynamic healthcare environment. To enhance and improve the authenticity of this type of placementour recommendations include recruiting more service users, incorporating and encouraging more intervention-based elements, and increasing the practice educators’ and students’ contact time.
| Item Type: | Article |
|---|---|
| Additional Information: | ** From Springer Nature via Jisc Publications Router ** History: received 25-09-2023; registration 27-06-2024; accepted 27-06-2024; epub 22-07-2024; online 22-07-2024; collection 01-12-2024. ** Licence for this article: http://creativecommons.org/licenses/by/4.0/ ** Acknowledgements: We would like to thank all participants who took the time to take part in this study, and to UK Transcribers for transcribing the interview. We would also like to thank Adaora Okemuo for helping with the data analysis. |
| Keywords: | Simulation-based learning, Higher-education, Healthcare, Physiotherapy, Practice placement |
| SWORD Depositor: | JISC Router |
| Depositing User: | JISC Router |
| Date Deposited: | 24 Jul 2024 11:23 |
| Last Modified: | 24 Jul 2024 11:23 |
| URI: | https://bnu.repository.guildhe.ac.uk/id/eprint/19121 |
Actions (login required)
 |
Edit Item |