Evaluating novice physiotherapists satisfaction with simulation experience using a previously validated tool

Abstract

Background: Simulation-based learning is increasingly being utilized by physiotherapists in Singapore as part of preparatory training for after-hours cardiorespiratory physiotherapy services in acute hospitals. There is a paucity of evaluative reports on the efficacy of this mode of training. Purpose: The purpose of this study is to provide an example of how the efficacy of high-fidelity system based simulation training may be evaluated using a previously validated tool. Methods: Participants were novice physiotherapists (n= 10) involved in a year-long simulation training program designed to prepare them for after-hourswork in an acute hospital, with a focus on cardiorespiratory techniques. A total of 10 simulation sessions were conducted based on common patient presentations seen in acute care areas. Participant satisfaction was evaluated immediately after debriefing using the Satisfaction with Simulation. Experience Scale (Levett-Jones, 2011). The Simulation Experience Scale (SSE) has a three-component structure which evaluates Debriefing and Reflection, Clinical Reasoning and Clinical Learning, as well as an open-ended section for comments. Results: Mean scores for all components of the SSE were high for all components (Debrief and Reflection: mean = 4.21; SD= 1.21, Clinical Reasoning: mean = 4.13; SD= 1.19, Clinical Learning: mean = 4.2; SD= 1.22). Common themes in the open-ended response section included requests for more sessions and hands-on practice time, as well as positive reports on how the sessions improved clinical reasoning skills. Conclusion(s):This study demonstrates that the SSEmay be a useful tool to evaluate one aspect of the efficacy of highfidelity system bases simulation programs, and participants consider such training modes to be valuable and applicable. Implications: Other aspects of the efficacy of simulation programs may need to be addressed, for example, carry-over into clinical practice and retention of learning.