Simulation Experience Research Articles

Turkish validity and reliability of the Aging Simulation Experience Scale for undergraduate students of nursing: A methodological study

ABSTRACT The older adult population is growing gradually. The demographic structure is changing with the increasing elderly population. Changing demographic structure may lead to changes in the patient profile that nurses will provide care for. Nurses need to adapt to changing environments, and the quality of care they provide must reflect this. Simulating situations experienced by older adults allows future nurses to gain experience that may help raise awareness without having to face the changing patient profile. There is a need for valid and reliable measurement tools intended to evaluate simulation experiences about aging. The purpose of this study was to adapt the Aging Simulation Experience Scale into Turkish and determine its validity and reliability. A methodological and cross-sectional design was employed. Data were collected between May and June 2023. The validity of the scale was determined using language, content, and construct validity. Cronbach’s alpha coefficient and item analysis were used to determine the reliability of the scale. The content validity index of the scale items ranged from 0.80 to 0.95. Item-total correlations of the items ranged from 0.413 to 0.713. Cronbach's alpha reliability coefficient was 0.91 for the perception toward older adults dimension and 0.83 for the simulation experiences dimension. In conclusion, the Turkish form of the Aging Simulation Experience Scale was found valid and reliable.

SAVAGE: Simulation of Virtual Reality-Based for Building Fire Victim Rescue Learning Media

Airports are very dynamic and complex environments, making them high-risk places for incidents and accidents, both due to the aircraft's movement and to the building facilities or structures at the airport. Emergency service personnel must have high skills in emergency response, quick decision-making abilities, and a deep understanding of the various dangerous situations that may be encountered in the field. Continuous education and training are essential to ensure their readiness and ability to deal with emergencies. This study aims to develop Virtual Reality-based Search and Rescue learning media to improve the skills and understanding of training participants in search and rescue operations. This learning media is designed to provide a realistic and interactive simulation experience, allowing participants to practice rescue procedures in various dangerous scenarios without real risk. The development methods used in this study include the stages of needs analysis, design, development, implementation, and evaluation (ADDIE). At the analysis stage, the identification of training needs and competencies that must be achieved is carried out. The design stage involves designing Virtual Reality scenarios that cover various field conditions and rescue techniques. Effectiveness is evaluated by measuring the increase in skills and understanding of participants before and after using Virtual Reality media. The study results indicate that this learning media effectively improves the operational and decision-making skills of training participants in emergency situations. The feasibility assessment by media experts obtained an average score of 88.72%. Then, the feasibility assessment by material experts obtained an average score of 88.90%. After conducting a product trial on students, the evaluation results were 81.30%. Based on the results of the validation and trial of this product, Virtual Reality-based learning media can be recommended as an innovative and efficient training tool for Search and Rescue learning media.

In Search of Deliberate Practice: Simulating Teaching in Three Teacher Education Programs

Background: Mixed reality simulations (MRSs) offer a platform for novice teachers to practice teaching in the absence of real children. Though prior research suggests simulated practice can be beneficial for novice teachers, these studies describe widely varying designs and implementations across teacher education programs (TEPs). As such, we lack clarity about the relative benefits of different approaches to simulated practice for novices who are entering teaching via a growing array of pathways. Purpose: To better understand the influence of context on novice teachers’ experiences in simulations, we conducted a study of three teacher education programs that used simulations as a component of their teacher education curriculum. Specifically, we asked the following research questions: How do novices in three differently structured TEPs experience a series of parallel practice opportunities in MRSs? What contextual features into, through, and beyond the approximation contribute to variation, if any, in novices’ experiences of practice in MRSs? Research Design: This mixed methods study leverages postsimulation survey data from novices ( n = 160) in three TEPs to understand how they experienced a parallel series of simulation tasks paired with support in the form of coaching or self-reflection. We elaborate on survey findings with qualitative analysis of each teacher education program and interviews with a purposive sample of participants from each program ( n = 15). Conclusions: Findings highlight the influence of context and supports on novices’ simulation experiences. In particular, the sequencing of practice with other preparatory opportunities into and beyond the approximation, as well as the provision of feedback and level of challenge through the practice can promote more useful practice opportunities in teacher education.

Differences in community health nursing learning outcomes based on simulation modality

BackgroundVarious modalities of community health nursing simulation have been useful in improving confidence, communication, and meeting learning objectives. Research focusing on comparing community health nursing learning outcomes in simulation with standardized patients versus mannequins is limited. This study aimed to explore differences in clinical reasoning, clinical learning, knowledge, communication, self-confidence, and learner satisfaction among community health students participating in standardized patient simulation compared to mannequins. MethodsA cross-sectional study was conducted with a convenience sample of 66 prelicensure students in community health nursing. Students completed a pre- and post-knowledge quiz, Satisfaction with Simulation Experience scale, and a simulation evaluation survey. ResultsCompared to simulation with mannequins, clinical reasoning, clinical learning, knowledge, communication, realism, and learner satisfaction scores were significantly higher with standardized patient simulation. ConclusionsSimulation with standardized patients can be useful for increasing community health nursing knowledge while enhancing clinical reasoning and realism. Future research including larger samples and more comprehensive community health topics is needed.

Using Virtual Reality in Mental Health Nursing to Improve Behavioral Health Equity.

Nursing students often experience anxiety, stress, and fear during a clinical rotation in a mental health setting due to stressors and biases toward the setting as well as lack experience in caring for patients with mental health conditions. One in four people worldwide suffers from a mental disorder; therefore, it is critical that nurses feel confident interacting with these patients to provide equitable care. Undergraduate training is a critical period for changing students' attitudes toward this population. This study's goal was twofold. First, we offered students' exposure to common behaviors and symptoms displayed by a patient with mental illness through an engaging and immersive virtual reality simulation experience before taking care of patients in a clinical setting. Second, we aimed to determine if a virtual reality simulation will change students' attitude and stigma, favorably, toward patients with mental health conditions. We used a mixed-method comparative analysis to collect information and identify themes on undergraduate students' attitudes and stigma toward patients with mental health conditions. Our findings demonstrate that virtual reality simulations enhance awareness and sensitivity to the situations of others (empathy) while improving their communication skills. The use of virtual reality in a baccalaureate curriculum deepens the understanding of health equity in behavioral health for nursing students.

Building an Accessible and Flexible Multi-User Robotic Simulation Framework with Unity-MATLAB Bridge

Multi-user collaborative robotic simulation has great potential for applications in industry and education. Unity is a powerful software for simulation and online multi-user experience, which can be enhanced with third-party mathematical analysis and multiplayer servers. Unity can become a much more capable and user-friendly robotic simulation package through integration with other software. These include MATLAB for computations and the Photon Unity Engine (PUN) for online multi-user capabilities. This study developed a flexible robotic simulation framework that can be adapted to different scenarios for industrial and educational applications. Several simulation scenarios were developed to identify the most efficient data communication methods between MATLAB and Unity. TCP/IP, Shared Memory, Firebase, and MQTT, were selected to assess their performance and interaction with data in Unity and MATLAB. Next, an independent PUN application was created. Both components were integrated into the simulator for evaluation and performance optimization. The performance of this simulation framework was assessed through two case studies. The results demonstrated that the integrated framework is viable, efficient, and flexible for robotic simulation and digital twins. Future research will expand the framework by adding diverse functionalities to provide users with a better interface, enhancing its performance, and integrating additional software packages.

Creating a safe space: medical students’ perspectives on using actor simulations for learning communication skills

BackgroundCommunication skills are an essential part of clinical competence that need to be acquired during health professions education. Simulations are extensively used for learning communication skills and have long been integral to medical degree programmes. In this research we use qualitative methodology to explore fourth-year medical students’ experiences in simulations aimed at improving versatile doctor-patient communication, focusing on their learning with trained actors.MethodsThe data comprises reflective writings from 208 fourth-year medical students, gathered after a communication skills course. These students provided informed consent for their writings to be included in the research. We performed an inductive qualitative content analysis on the textual data, with findings presented as themes, supported by categories, codes, and excerpts from raw data to enhance the trustworthiness of the analysis.ResultsWe identified eight key themes capturing students’ learning experiences through simulations: practising in a safe learning environment, valuing feedback, gaining new perspectives, finding simulations valuable and enjoyable, boosting confidence and self-knowledge, and viewing simulations as authentic and engaging learning opportunities. Some students offered critical perspectives on simulations. Throughout the course, students learned diverse aspects of patient care, emotional and behavioural communication dynamics, and lessons from medical errors. Some students offered critical perspectives on simulations, and a few indicated they did not learn anything new.ConclusionsA safe learning environment is vital for encouraging learners to explore, make errors, and absorb feedback to improve their communication with patients. Students predominantly valued the communication skills training with actors and the constructive feedback received and given in the debriefing discussions. However, some students expressed critical views toward simulations. Simulations are not static; they evolve and require continual improvements. Hence, we advocate for the ongoing exploration and enhancement of communication skills learning methods, including simulations, with careful consideration for students’ vulnerability and the importance of psychological safety. Additionally, it is critical to address students’ perceptions that certain clinical teachers prioritise biomedical knowledge over communication skills. Providing tailored training for teachers regarding the learning methods and the desired outcomes of communication courses is essential.

Promoting Clinical Reasoning With One-On-One Focused Pediatric Simulation Experiences.

Promoting Clinical Reasoning With One-On-One Focused Pediatric Simulation Experiences.

Exploring Immersive Multimodal Virtual Reality Training, Affective States, and Ecological Validity in Healthy Firefighters: Quasi-Experimental Study.

Firefighters face stressful life-threatening events requiring fast decision-making. To better prepare for those situations, training is paramount, but errors in real-life training can be harmful. Virtual reality (VR) simulations provide the desired realism while enabling practice in a secure and controlled environment. Firefighters' affective states are also crucial as they are a higher-risk group. To assess the impact on affective states of 2 simulated immersive experiences in a sample of healthy firefighters (before, during, and after the simulation), we pursued a multivariate approach comprising cognitive performance, situational awareness, depression, anxiety, stress, number of previous adverse events experienced, posttraumatic stress disorder (PTSD) severity, and emotions. The efficacy and ecological validity of an innovative VR haptic system were also tested, exploring its impact on performance. In collaboration with the Portuguese National Fire Service School, we exposed 22 healthy firefighters to 2 immersive scenarios using the FLAIM Trainer VR system (neutral and arousing scenarios) while recording physiological data in a quasi-experimental study. Baseline cognitive performance, depression, anxiety, stress, number of adverse events, and severity of PTSD symptoms were evaluated. Positive and negative affective states were measured before, between, and after each scenario. Situational awareness, sense of presence, ecological validity, engagement, and negative effects resulting from VR immersion were tested. Baseline positive affect score was high (mean 32.4, SD 7.2) and increased after the VR tasks (partial η2=0.52; Greenhouse-Geisser F1.82,32.78=19.73; P<.001). Contrarily, mean negative affect score remained low (range 11.0-11.9) throughout the study (partial η2=0.02; Greenhouse-Geisser F2.13,38.4=0.39; P=.69). Participants' feedback on the VR sense of presence was also positive, reporting a high sense of physical space (mean score 3.9, SD 0.8), ecological validity (mean score 3.8, SD 0.6), and engagement (mean score 3.8, SD 0.6). Engagement was related to the number of previously experienced adverse events (r=0.49; P=.02) and positive affect (after the last VR task; r=0.55; P=.02). Conversely, participants reported few negative effects (mean score 1.7, SD 0.6). The negative effects correlated positively with negative affect (after the last VR task; r=0.53; P=.03); and avoidance (r=0.73; P<.001), a PTSD symptom, controlling for relevant baseline variables. Performance related to situational awareness was positive (mean 46.4, SD 34.5), although no relation was found to metacognitively perceived situational awareness (r=-0.12; P=.59). We show that VR is an effective alternative to in-person training as it was considered ecologically valid and engaging while promoting positive emotions, with few negative repercussions. This corroborates the use of VR to test firefighters' performance and situational awareness. Further research is needed to ascertain that firefighters with PTSD symptomatology are not negatively affected by VR. This study favors the use of VR training and provides new insights on its emotional and cognitive impact on the trainee.

Simulation-Based Approaches for Training Communication and Counseling Skills in Clinical Education in Audiology: A Scoping Review.

This review article aimed to obtain an understanding of the positive outcomes and challenges associated with the use of simulation-based approaches for teaching communication and counseling skills in clinical education in audiology as described in the literature. A scoping review was conducted during October 2023 to identify published journal articles that described how simulation-based approaches were used for teaching or assessing communication and/or counseling skills among audiology students. Database searches yielded 208 articles initially. Following abstract screening and full-text review, 17 articles were included for analysis. Most studies focused on using simulation-based approaches for teaching, and there was a stronger focus on pediatric audiology. Most studies involved the use of standardized patients, with data collected via quantitative approaches using rating scales and surveys. Simulation-based approaches can offer positive learning experiences and practice opportunities for students acquiring communication and counseling skills. However, the benefits of simulation over traditional methods are unclear. Students may struggle to integrate technical and communication skills in simulated learning experiences. Engaging with simulation-based approaches may provide important practice opportunities, but these methods are not sufficient to ensure acquisition of communication and counseling skills. More qualitative studies are needed to understand the nuances of if and how students might acquire such skills via simulated learning experiences. We offer some suggestions for improvement of future studies on this topic.

Transformation and development of simulation-based education and child first aid skills training

Background: Simulation-based medical education is a complex learning methodology in different fields. Exposing children to this teaching method is uncommon as it is designed for adult learning. This study aimed to develop and implement simulation-based education in first aid training of children and investigate the emotions of children in post-simulation scenarios that replicate emergency situations. Methods: This was a phenomenological qualitative research study. The participants attended the modified “Little Doctor” course that aims to train children in first aid and, subsequently, completed simulation scenarios. The children attended focus groups and were asked about their experiences of the course and how they felt during the simulation scenarios. Results: 12 children (Age 8–11 years old) attended the course, and 10 completed the simulation scenarios and focus groups. The major theme derived from was the simulation experience’s effect, which was divided into two subthemes: the emotion caused by—and the behavioral response to—the simulation. The analysis revealed shock and surprise toward the environment of the simulation event and the victim. The behaviors expressed during the simulation scenarios ranged from skill application and empathy to recall and teamwork. Conclusions: Simulation scenarios were successfully implemented during the first-aid training course. Although participants reported mixed feelings regarding the experience, they expressed confidence in their ability to perform real-life skills.

Immersive Decision-Making : A Quantitative Analysis of Metaverse Applications in Tourism Marketing

This article investigates the transformative impact of metaverse-based virtualization on tourism marketing and consumer experiences. Through quantitative analysis of data collected via standardized questionnaires, we examine how virtual reality tours, 3D representations, and simulated experiences in the metaverse influence tourist decision-making processes and pre-travel engagement. Our findings reveal that metaverse applications significantly enhance tourists' ability to make informed decisions, reduce travel anxiety, and engage with personalized marketing content. The article demonstrates a positive correlation between virtual destination previews and increased consumer confidence, with 78% of respondents reporting higher satisfaction in their travel choices. Moreover, the study identifies a 35% reduction in pre-travel uncertainty among first-time visitors to unfamiliar destinations who utilized metaverse-based virtual tours. These results underscore the potential of metaverse technology to revolutionize tourism marketing strategies, offering implications for industry practitioners and paving the way for future research in digital tourism experiences.

Speech Pathology and Occupational Therapy Students’ Perceptions and Experiences of an Interprofessional Simulation

Clinical placements and interprofessional practice for healthcare students are often met with anxiety, unpreparedness and a lack of confidence. Whilst interprofessional simulations may address these concerns, there are gaps in the literature. This study aimed to: (i) investigate the impact of interprofessional simulations on students’ perceived confidence, anxiety and preparedness for placements and their attitudes toward interprofessional practice and education, and, (ii) understand students’ experiences and satisfaction with the simulation. Pre-simulation and post-simulation survey results were collected from 25 speech pathology and 25 occupational therapy graduate-entry Masters degree students from one Australian university. Quantitative data was analysed using descriptive statistics and the Wilcoxon signed-rank test while qualitative data was reviewed through content analysis. Statistically significant (p&lt;0.05) improvements across students’ confidence, anxiety and preparedness ratings were observed. Students’ attitudes towards interprofessional practice and education revealed statistically significant positive changes on 8/10 questions and they described the simulation to be a meaningful learning experience. Results indicate that following participation in an interprofessional simulation, students’ perceptions of their confidence, anxiety and preparedness for an adult inpatient hospital placement improved. Moreover, students’ attitudes towards interprofessional practice and education were more positive and the experience was reported to be beneficial. Future studies could explore timing-related considerations and simulation anxiety itself.

Application of artificial intelligence in construction

This paper mainly introduces the application and assistance of artificial intelligence in architecture and construction cost, as well as the future prospects and development trends. The study adopts a quantitative research design of survey research and data collection method of literature analysis. In addition, it can further explore the innovative applications of artificial intelligence in architectural design, such as spatial planning optimization based on big data analysis and simulation experience through virtual reality technology. At the same time, it can also deeply explore the role of artificial intelligence in the automated management of construction processes, material selection optimization, etc., and give detailed explanations with specific cases. In addition, when discussing the future prospects and development trends, it can consider the prediction of the impact of the continuous evolution of artificial intelligence technology on the construction industry, such as the wider application of machine learning algorithms in project management, the gradual maturity of intelligent sensor systems in building equipment monitoring. At the same time, it can also analyze the profound impact of artificial intelligence on the future development of the construction industry from economic, social and environmental angles, and put forward corresponding solutions.

Literature Supported Model for Implementing Effective Use of Simulation and Debriefing in Paramedic Education

The purpose of this paper is to provide a literature supported pathway to incorporating effective simulated learning experiences (SLE) into paramedic precertification courses. The literature is sparse on simulation incorporation into paramedic programs; however, it demonstrates extensive benefit in medicine and nursing. Paramedic educators have access to simulation equipment, yet seldom use it for more than skills development. Studies show that effective simulation can lead to improved patient care, outcomes, and safety, but requires ongoing faculty development, especially in the area debriefing. Learning the structure and purpose of debriefing and committing to practicing the skill is crucial to unpacking meaning from a SLE. This paper describes the reasons for implementing SLEs into paramedic precertification courses, suggests a comprehensive model for faculty development, describes a debriefing method for immersive SLEs, and provides guidance for ongoing simulation professional development.

Bridging Theory and Practice in Military Education Through Advanced Technologies

This study presents a comprehensive examination of the developmental trajectory and operational advancement of a pioneering military simulation apparatus explicitly engineered to facilitate the seamless integration of joint fire support principles within the ambit of military education, with a specific focus on artillery students. The Virtual Reality (VR) and Augmented Reality (AR) technology provided by industry leaders such as Microsoft and Meta present solutions for interdisciplinary pursuits situated at the confluence of emergent technologies and contemporary military instructional methodologies. Central to the efficacy of this endeavour is the incorporation of meticulously crafted virtual and augmented reality models of authentic military equipment to imbue the simulation experience with unparalleled realism and fidelity to the principles of artillery fires. Collaborative ventures with private enterprises have facilitated the production of a simulator characterized by its gamification elements and unparalleled verisimilitude, enhancing its efficacy as an educational tool. Augmented by spatial intelligence gleaned from Unmanned Aerial Vehicle (UAV) sensors, the simulation framework can be further enriched by integrating true-to-life topographic representations meticulously synthesized by amalgamating laser scanning methodologies. Positioned as an indispensable cornerstone within the academic purview of the esteemed Department of Fire Support at the University of Defence, this initiative aspires to impart foundational knowledge and cultivate a proactive ethos of inquiry and engagement amongst the students. Furthermore, the simulator is a pivotal instrument for military training, offering a risk-free environment devoid of the hazards associated with live artillery fire exercises. By mitigating financial burdens and other logistical constraints inherent in conventional training methodologies, this innovative simulation apparatus represents a paradigm shift in contemporary military education and training practices.

Validation of a 3D-Printed Silicone-Based Laryngeal Model for Resident Education.

We sought to validate a laryngeal simulation model and subsequently demonstrate its efficacy in improving surgical technique. Pre-post interventional study. Otolaryngology Program at a Tertiary Care Center. A low-cost, high-fidelity laryngeal model was created using a 3-dimensional-printed cast and multilayered silicone to mimic vocal fold lesions. Participants (attendings and trainees) were first given a series of tasks including mucosal vocal fold lesion resection and microflap excision of a submucosal lesion. Trainees were then provided with an instructional video from a laryngologist and asked to repeat the same tasks on the model. Performance data was then assessed using validated surveys and blinded expert reviewers. Eighteen participants completed the simulation. All subjects agreed that the "simulation experience was useful" and 93% agreed "the simulator helped improve my ability to do microsurgical tasks." In the postinstruction self-evaluation, trainees reported a significant decrease in mental demand (95% confidence interval [CI]: 0.37-0.91; P = .038) and significant increase in subjective performance (95% CI: 1.51-51.89; P = .016) compared to the preinstruction self-evaluation. On the postinstruction attempt, there was a significant improvement in all domains of the adapted objective structured assessment of technical skills as measured by 3 blinded, expert reviewers. This study demonstrates the usefulness of a silicone larynx model and the value of instructional video in developing laryngeal microsurgical skills. Participants positively reviewed the laryngeal model and trainees saw both a subjective and objective improvement indicating tangible operative benefits from the use of this laryngeal simulation.

Artificial intelligence (AI) applications in healthcare and considerations for nursing education

Aim/objectiveTo review the current AI applications in healthcare and explore the implications for nurse educators in innovative integration of this technology in nursing education and training programs. BackgroundThere are a variety of Artificial Intelligence (AI) applications currently supporting patient care in many healthcare settings. A nursing workforce that leverages healthcare technology to enhance efficiency and accuracy of patient health outcomes is necessary. Nurse educators must understand the various uses of AI applications in healthcare to equip themselves to effectively prepare students to use the applications. DesignQualitative synthesis and analysis of existing literature. MethodsGenerative AI (ChatGPT) was used to support the development of a list of the current AI applications in healthcare. Each application was evaluated for relevance and accuracy. A literature review to define and understand the use of each application in clinical practice was completed. The search terms “AI” and “Health Education” were used to review the literature for evidence on educational programs used for training learners. ResultsTen current applications of AI in healthcare were identified and explored. There is little evidence that outlines how to integrate AI education into educational training for nurses. ConclusionA comprehensive multimodal educational approach that uses innovative learning strategies has potential to support the integration of AI concepts into nursing curriculum. The use of simulation and clinical practicum experiences to support experiential learning and to offer opportunities for practical application and training. Considerations for ethical use and appropriate critical evaluation of AI applications are necessary.

Acute and Critical Care Nurses' Roles in Mass Shootings: An Integrative Review.

From 2018 to 2022, mass shooting incidents in the United States increased by 67.7%. Health care-associated shootings also increased. The role of acute and critical care nurses during shootings is not well defined in the literature. To identify roles of acute and critical care nurses during mass shooting incidents and provide best-practice recommendations for shooting incidents within a hospital. The methods of Whittemore, Knafl, and Torraco informed this integrative review. Ovid MEDLINE, CINAHL, and Scopus databases were searched for publications related to acute and critical care nurses, mass shooting incidents, and hospital setting. Of 13 589 articles retrieved, 27 were included; 63% were narrative reviews. The highest level of evidence was an expert consensus panel; next highest was a quasi-experimental study that simulated experiences to test mass casualty incident response. Third highest was a qualitative study that analyzed nurses' experiences during a mass casualty experience. The evidence revealed 3 themes: prevention and preparedness, response to incident, and recovery phase. Education and training for acute and critical care nurses about mass shooting incidents are central to defining nurses' roles and best practices for these incidents. Nurses must know Stop the Bleed techniques and run-hide-fight protocols. Additionally, acute and critical care nurses need representation on hospital committees to develop and implement policies and procedures. Hospitals are not immune to mass shooting incidents. Acute and critical care nurses require education including simulations and drills on mass shooting incidents to ensure safety of nurses and patients.

Student perspectives of simulated learning to improve their dysphagia management

Background: The use of simulation to enhance knowledge translation and bridge the theoretical-clinical gap to enhance clinical training and competency in health professions has received mixed reviews in the literature.Objectives: This research examined student perspectives of a simulation laboratory in speech therapy to improve students’ clinical competency when working with adults with communication and dysphagia impairments.Method: An exploratory descriptive pilot study was conducted in 2022 with 16 third-year speech-language therapy students. This mixed-methods study involved students completing purposefully developed pre-and post-surveys to explore their experiences with simulated teaching and learning and their perceptions of confidence. Data were analysed using an independent t-test. Following the surveys, the students participated in a focus group discussion about their simulation experience, and data were analysed using thematic analysis.Results: Student ratings of clinical skills improved from pre to post-simulation significantly overall and across six out of the eight items. The focus group revealed insights into students’ experiences, highlighting increased confidence, the benefits of making mistakes in a safe environment and improved preparedness to work with dysphagia in patients.Conclusion: While simulation serves as a valuable tool in enhancing clinical skills and building confidence, it must be used as an adjunct to real-life exposure and not as a replacement.Contribution: The integration of both simulated and real-life experiences is essential to provide a comprehensive and practical learning environment for students.