Delivering introductory physiotherapy clinical placements incorporating simulated learning experiences in rural settings

2021 ◽  
Vol 29 (2) ◽  
pp. 172-180
Author(s):  
Catherine Johnston ◽  
Luke Wakely
Keyword(s):  
Learning Experiences ◽  
Clinical Placements ◽  
Simulated Learning ◽  
Rural Settings

Incorporating Patient Safety Standards into Simulated Learning Experiences

2010 ◽  
Vol 6 (3) ◽  
pp. e122
Author(s):  
Barbara J. Sittner ◽  
Margaret Ofe Fleck ◽  
Karen McGivney-Liechti
Keyword(s):  
Patient Safety ◽  
Learning Experiences ◽  
Safety Standards ◽  
Simulated Learning

scholarly journals Clinical Educators’ Perceptions of Students Following a Simulation-Based Learning Program

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Sally Hewat ◽  
Joanne Walters ◽  
Emma Caird ◽  
Danielle Aldridge ◽  
Adriana Penman ◽  
...  
Keyword(s):  
Student Learning ◽  
Clinical Education ◽  
Learning Experiences ◽  
Simulation Program ◽  
Speech Pathology ◽  
Learning Program ◽  
Clinical Placements ◽  
Clinical Educators ◽  
Simulation Based ◽  
Perceptions Of Students

Purpose: Clinical education is a key component of speech-language pathology university curriculum, whereby students have the opportunity to apply theoretical knowledge and practical skills learned in the classroom into a real workplace. However, more recently the availability of high quality, consistent clinical placements and learning experiences across the range of practice areas in the discipline is reducing. Therefore, alternative clinical learning opportunities that enable students to develop skills and competencies are being explored. Recently, replacing clinical time with a simulated learning program has been shown to achieve equivalent levels of clinical competency in speech pathology. However, it is unknown how simulation impacts on student learning in traditional clinical placements. Therefore, this research explored clinical educators’ perceptions of students undertaking clinical placements in their workplace immediately following a five-day simulation-based learning program related to the same area of practice. Method: Thirty-five clinical educators who supervised students in the workplace immediately after they completed the simulation program participated in semi-structured interviews. All interviews were transcribed verbatim and analyzed using qualitative methods described by Graneheim and Lundman (2004). Result: The analysis identified four key themes related to the impact of students in the workplace, simulation priming students for learning, the importance of the transition from simulation-based learning to the workplace, and the role of simulation in clinical education programs. Conclusion: The use of simulation to support student learning and develop clinical skills and competencies in adult speech pathology practice is supported by workplace clinical educators. However, results of this study suggest that the simulation program needs to be embedded within the curriculum and clinical education program to enhance transition between learning experiences and maximize benefits of learning experiences in real workplace contexts.

Simulated Learning Environments to Prepare for Clinical Placements

2018 ◽  
pp. 180-207 ◽  
Author(s):  
Neil Tuttle ◽  
E-Liisa Laakso
Keyword(s):  
Clinical Practice ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Professional Behavior ◽  
Evidence Based ◽  
Clinical Placements ◽  
Simulated Learning ◽  
Learning Platform ◽  
Simulated Environment ◽  
Clinical Interactions

Students commencing clinical placements often have difficulty applying their knowledge to produce meaningful clinical interactions. Patient-centred simulation can provide a bridge to clinical practice but can be expensive. This chapter describes the development and evaluation of a simulated environment integrating patient-centred simulation with an online adaptive learning platform to assist students to transition from classroom to placement. Student confidence increased significantly from pre- to post-simulation in all 12 areas that were surveyed from 3.4/6 (2.9–4.2) to 3.9/6 (3.7-4.5). Ninety-one percent of students felt better prepared for placement. The activity was not assessable and students rated this aspect highly for engagement and efficacy of learning. Student marks on their subsequent clinical placement were significantly higher for professional behavior, communication, and evidence-based practice compared with previous cohorts of students who had not undertaken a similar program.

scholarly journals Perceptions of preparedness: How hospital-based orientation can enhance the transition from academic to clinical learning.

2020 ◽  
Author(s):  
Lindsay Beavers ◽  
Voula Christofilos ◽  
Christinne Duclos ◽  
Kelly McMillen ◽  
Jasmine Sheehan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Learning Experiences ◽  
Health Professions ◽  
Health Professions Education ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Applied Learning ◽  
Clinical Placements ◽  
Support Unit ◽  
Preceptor Training

Background: Clinical placements are essential for applied learning experiences in health professions education. Unfortunately, there is little consensus on how best to prepare learners for the transition between academic and clinical learning. We explored learners’ perceptions of hospital-based orientation and resulting preparedness for clinical placement. Methods: Sixty-three learners participated in a total of 18 semi-structured focus groups, during their clinical placements. Data were analyzed thematically. Results: We organized learners’ perceptions of hospital-based orientation that support their preparedness for placement into three themes: (1) adequate site orientation for learner acquisition of organization acumen and (2) clinical preceptor training to support unit/service and (3) individual components. Conclusion: Thoughtful attention to hospital-based orientation can support learners in transitioning from academic to clinical learning. Hospital organizations should attend to all three components during orientation to better support learners’ preparedness for clinical learning.

scholarly journals Concept Maps: A Tool to Prepare for High Fidelity Simulation in Nursing

2017 ◽  
Vol 17 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Barbara J. Daley ◽  
Sarah Black Beman ◽  
Sarah Morgan ◽  
Linda Kennedy ◽  
Mandy Sheriff
Keyword(s):  
Nursing Students ◽  
Concept Mapping ◽  
Clinical Judgment ◽  
Concept Maps ◽  
Simulation Analysis ◽  
Learning Experiences ◽  
High Fidelity ◽  
Student Behaviors ◽  
Simulated Learning ◽  
Patients With Diabetes

In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated.  Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Students prepared concept maps for two simulated experiences including; 1. caring for patients with diabetes, and, 2. caring for patients with heart failure.  Simulated learning experiences were video recorded and debriefing sessions were audio recorded.  Following the simulation, three data analysis strategies were employed including analysis of the videos of the simulation, analysis of the audio recordings of the debriefing sessions and analysis of the concept maps.  Additionally, videos from previous semesters where students did not create concept maps prior to simulations were reviewed. When comparing student behaviors to Tanner’s Clinical Judgment Model, findings indicated that students who created concept maps prior to simulation demonstrated an increase in noticing behaviors, but that interpreting, responding and reflecting behaviors did not appear to increase.  Students also reported a need to have concept maps introduced earlier in their curriculum and that the maps facilitated their learning most in complex, hard to understand clinical cases.  This study has implications for simulation, curriculum and the role of concept mapping in the creation of student knowledge structures. 

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