OP15 Physiotherapy students’ experience of simulation

Abstract

Aim: To consider the use and value of a range of simulation practice experiences undertaken within the BSc (hons) Physiotherapy cardiovascular and respiratory module. Objectives: To determine the perceived benefit of the types of simulated practice undertaken, with specific reference to the students’ placement experiences. To elicit suggestions for improvements to the use of simulation within the CVR module and more widely across the physiotherapy teaching programme. Summary of work undertaken: A small number (4) of second year students studying BSc(hons) Physiotherapy volunteered to take part in a focus group as part of a scoping exercise to consider the use and value of a range of simulated practice experiences within the Cardiovascular and Respiratory (CVR) physiotherapy module. The types of simulation experience within the module included simulated patients, high fidelity manikin, role play/demonstration and use of a lung sound part task trainer to practice auscultation. The facilitator had several prompt questions to encourage discussion.1,2,3,4 These included their thoughts on the benefits of the different types of simulation they had encountered within the CVR module. Which type of simulation they had found most beneficial, whether they would recommend continuing the use of simulation within the module and suggestions for improving its use both within the module or more widely across the course. The focus group was recorded and transcribed. There was positive support for the use of a range of simulation experiences within the module, with recognition that each type of simulated experience had a benefit. However, the type of simulation which appeared to have the greatest impact on students was the use of simulated patients. This was not only the most memorable for the students, but the simulation event that they felt gave them the most confidence prior to going out on placement. The transcription also highlighted several suggested ways to use simulation, (specifically simulated patients) to help students prepare for placements which are common to all modules on the course. These included; subjective and objective history taking, communication practice, professionalism and time constrained assessment followed by small group discussion. Impact on practice: The results of this scoping exercise will be presented to those teaching on the physiotherapy course to enable consideration of ways to further incorporate simulated practice not only within the cardiovascular and respiratory physiotherapy module,5 but also other modules on the course. The kinaesthetic learning style is one which appears well suited to the physiotherapy students, and whilst they already spend a considerable amount of their teaching time undertaking practical classes, it may be beneficial to utilise this allocated time in different ways to incorporate more simulated practice. References Johnston CL, et al. ‘Simulation as a component of introductory physiotherapy clinical placements’. New Zealand Journal of Physiotherapy 2018;46(3):pp.95–104. Available at: http://search.ebscohost.com/login.aspx?direct=trued70(3):pp.262–271. doi: 10.3138/ptc.2017–11.e. Wright A, Moss P, Dennis DM, Harrold M, Levy S, Furness AL, Reubenson A. (2018). The influence of a full-time, immersive simulation-based clinical placement on physiotherapy student confidence during the transition to clinical practice. Available at: https://www.ncbi.nlm.nih.gov/pubmed/29484204 Accessed: 11 June 2019. Jones A, Sheppard L. (2007). Can Human Patient Simulators be used in Physiotherapy Education?Available at: https://nsuworks.nova.edu/ijahsp/vol5/iss2/9/ Accessed: 13 May 2019. Jones A, Sheppard L. (2011). Use of a Human Patient Simulator to Improve Physiotherapy Cardiorespiratory Clinical Skills in Undergraduate Physiotherapy Students: A Randomised Controlled Trial. Available at: https://nsuworks.nova.edu/ijahsp/vol9/iss1/12/ Accessed: 13 May 2019.