A Hybrid Simulation-Based Pre-Professional Physical Therapist Intensive Care Unit Course

Abstract

Background and Purpose: There is demand for physical therapists to practice in intensive care units (ICUs); however, many physical therapists lack the specialized knowledge and skills to provide these services. Immersive simulation is an ideal instructional design strategy for learning ICU rehabilitation skills because simulation provides safe, low-risk environments to master high-risk interventions. This case report describes an elective hybrid pre-professional physical therapist course that incorporates simulation-based learning experiences (SBLEs) with clinical mentoring to prepare students for formal ICU internships. Case Description: Eight final-year physical therapist students participated in this course. The goal of this course was to facilitate the development of students interested in specializing in ICU practice. Course objectives included acquiring the knowledge, communication skills, and clinical skills essential for participating in mentored clinical ICU internships. Educational strategies included lectures, SBLEs, and clinical ICU experiences. Outcomes: All students successfully completed the course, earned the American Heart Association Advance Cardiac Life Support certification, and were identified by ICU physical therapist clinical instructors as ready for formal ICU internships. Stakeholders positively reviewed the course. One year following the course, 4 of 8 students were employed in acute care and/or ICU settings. Discussion: This elective course used a combination of lectures, SBLEs, and clinical experiences to successfully prepare physical therapist students for mentored ICU internships and employment in acute and critical care practice settings. More research is required to evaluate the simulation pedagogy (structure, types of cases, and time in simulation) and criteria for determining student competence level for ICU practice.