Abstract
The purpose of this study was to evaluate the effect of a simulation-based learning (SBL) experience on perceived confidence in monitoring and evaluation, as part of the delivery of nutrition care of pre-placement dietetic students, and to describe their perceived value of the learning experience post-placement. A mixed method explanatory sequential study design was used. A confidence appraisal scale was developed and completed by students before (n = 37) and after (n = 33) a low fidelity simulation using a volunteer patient in an acute care setting. Two semi-structured focus group discussions with post-placement students (n = 17) were thematically analysed, grounded in phenomenology. Overall perceived confidence in monitoring and evaluating, as part of nutrition care, improved after the simulation [pre-SBL: 74 (62–83) vs. post-SBL: 89 (81–98.5), p = 0.00]. Two factors emerged to modulate confidence, namely (i) structure and (ii) authentic learning. Structure in turn was modulated by two key factors; safety and process. A low fidelity simulation using a standardised patient can improve students’ perceived confidence in monitoring and evaluation, and a well-structured authentic learning experience was valued and positively perceived by most dietetic students.
Highlights
Simulation-based learning (SBL) is recognised as a safe, authentic, experiential learning experience in healthcare education and has been used to develop or enhance a variety of skills in both students and clinicians [1]
The main findings of this study were that a low fidelity simulation utilising simulated patients embedded in a dietetic program before placement increased dietetic students’ perceived confidence in monitoring and evaluation of a nutrition intervention in the acute care setting
Students reported to be more self-aware of their own knowledge and skills following the simulation, with some feeling more confident and others less. This is in accordance to others who reported increased self-efficacy in the nutrition care process in some dietetics students after SBL, whilst self-efficacy and confidence decreased in others, providing them with a more realistic view on their current knowledge and skills [13]
Summary
Simulation-based learning (SBL) is recognised as a safe, authentic, experiential learning experience in healthcare education and has been used to develop or enhance a variety of skills in both students and clinicians [1]. The use of simulated patients in Objective Structured Clinical Examinations (OSCE) have and still is being used in some dietetic programs to assess dietetic skills [4,5,6] with positive feedback from students as an effective and positive learning experience [5,7,8]. The use of different types of SBL, apart from OSCEs, in dietetic education is emerging [3], with evidence supporting its success in the development of critical thinking and clinical reasoning skills [9], counselling skills [10,11], communication and behaviour change skills [12], increased self-efficacy in nutrition care [13], as well as competence in communication and nutrition care [14]. Despite the evidence that simulation improves various dietetic skills, there is paucity in the literature on its perceived value by dietetic students and their view on how simulation supports their
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