Developing clinical skills in paediatric dysphagia management using human patient simulation (HPS)

Ward, Elizabeth C.; Hill, Anne; Nund, Rebecca L.; Rumbach, Anna F.; Walker-Smith, Katie; Wright, Susan; Kelly, Kris; Dodrill, Pamela

doi:10.3109/17549507.2015.1025846

Cited by 31 publications

(17 citation statements)

References 17 publications

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“…This relatively small increase in confidence post-simulation contrasts with other studies in SLP simulation. The work of Ward and colleagues [54] in paediatric dysphagia human patient simulation found small changes in student confidence prior to and following lectures related to the simulation content, but following the hands-on simulation, these confidence changes were large. An important caveat is that Ward and colleagues [54] neither used SPs nor telepractice delivery; hence comparisons must be guarded.…”

Section: Discussionmentioning

confidence: 99%

“…The work of Ward and colleagues [54] in paediatric dysphagia human patient simulation found small changes in student confidence prior to and following lectures related to the simulation content, but following the hands-on simulation, these confidence changes were large. An important caveat is that Ward and colleagues [54] neither used SPs nor telepractice delivery; hence comparisons must be guarded. Nonetheless, one possibility for this discrepancy may be the role that previous clinical placement experience played on student confidence levels.…”

Section: Discussionmentioning

confidence: 99%

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A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions

et al. 2019

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BackgroundSimulation, as an activity in speech-language pathology training, can increase opportunities for students to gain required skills and competencies. One area that has received little attention in the simulation literature, yet is a growing area of clinical practice, is alternative and augmentative communication (AAC). Also growing, is the use of telepractice to deliver services. This exploratory study investigated graduate entry speech-language pathology student perceptions of a simulation learning experience working with an adult with complex communication needs via telepractice.MethodsFirst year Master of Speech Pathology students completed a 1-day simulation using a videoconferencing delivery platform with an actor portraying an adult client with motor neurone disease requiring AAC. Quantitative and qualitative survey measures were completed pre- and post-simulation to explore students’ confidence, perceived impact on clinical performance, and perceived extent of learning, specifically, their interest, competence, and tension. Further, students’ perceptions about the telepractice system useability were explored. Fifty-two responses were received and analysed using descriptive statistics and content analysis.ResultsPost-simulation, students reported increased confidence and perceived positive impacts on their confidence and clinical skills across communication, assessment, and management domains. They felt better prepared to manage a client with a progressive neurological condition and to make AAC recommendations. For telepractice delivery, technology limitations were identified as impacting its use, including infrastructure (e.g., weak internet connection). In addition, some students reported feeling disconnected from the client.ConclusionThis study supports the use of simulation in AAC through telepractice as a means of supporting Masters-level speech pathology student learning in this area of practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions

et al. 2019

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“…Some allied health professions have also made significant contributions to SBLE research, notably speech pathology, physiotherapy, and audiology. These disciplines have used simulation techniques to expose students to specialized areas of practice 20,21 to assess foundational knowledge and clinical skills in a simulated placement environment 22,23 and to enhance clinical placement preparedness. 2 A systematic review of randomized controlled trials with large sample sizes examining SBLEs vs standard curriculum delivery in preparing physiotherapy students for practice provides evidence of the effectiveness of SBLEs in replacing clinical placement hours in this discipline.…”

Section: Introductionmentioning

confidence: 99%

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

O’Shea

Palermo

Rogers

et al. 2020

Journal of Nutrition Education and Behavior

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Objective: Simulation-based learning experiences (SBLEs) are widely used in education for health professionals, but this literature has not yet been synthesized for dietetics. The aim of this study was to describe presupervised practice SBLEs using simulated patients within programs credentialing dietitians. Methods: A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A total of 8 databases were searched (MEDLINE by EBSCO HOST, CINAHL Plus with Full Text, Web of Science, PsycINFO, Scopus, ERIC ProQuest, Embase, and ProQuest Education) for studies published up to November 2, 2018 with the terms "dietitian," "standardized patient," "student," and their synonyms. Results: Fourteen out of 740 studies were identified. Most focused on development/assessment of communication and counseling skills. Learning outcomes were measured in 12 studies with 8 different tools. Conclusions and Implications: The dietetics profession needs robust and consistent reporting methods to enable the development of a high-quality body of evidence on SBLEs. The quality and quantity of SBLE research need to improve to ensure that simulations are pedagogically sound and are accompanied by measures of quality and impact on learning.

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“…, Syder , Ward et al . , , Zraick ), these have focused primarily on issues related to the perceptions, reflections and preferences of learners. Outcomes of these studies suggest that SLP students value the contribution of simulation to their learning and that they perceive it to increase their confidence, knowledge and skills in SLP practice areas.…”

Section: Introductionmentioning

confidence: 99%

A framework to support the development of quality simulation‐based learning programmes in speech–language pathology

Hewat

Penman

Davidson

et al. 2020

Intl J Lang & Comm Disor

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Background Simulation‐based learning provides students with a safe learning environment, guaranteed exposure to specific clinical scenarios and patients, time for reflection and repetition of tasks, and an opportunity to receive feedback from multiple sources. Research including studies specific to allied health training programmes have demonstrated that simulation‐based learning also helps increase learners’ confidence and reduces anxiety related to clinical environments, activities and skills. Such evidence, together with increasing challenges in provision of workplace clinical education, has supported an expansion of integrating simulation‐based learning into university curricula. Aims To provide detailed information about the processes and considerations involved in the development of a simulation‐based learning programme for speech–language pathology. Methods & Procedures Through reflection on the development process of a 5‐day simulation‐based learning programme, and in light of existing research in simulation, this paper outlines the important steps and considerations required for the development of a simulation‐based learning programme to support student competency development in adult speech pathology range of practice areas. Main Contribution A proposed framework for the development of future simulation‐based learning programmes in speech–language pathology. Conclusions & Implications The framework can be applied to simulation‐based learning for university programmes and/or workplace training in speech–language pathology and across several other health disciplines.

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Developing clinical skills in paediatric dysphagia management using human patient simulation (HPS)

Cited by 31 publications

References 17 publications

A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions

A simulation-based learning experience in augmentative and alternative communication using telepractice: speech pathology students’ confidence and perceptions

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

A framework to support the development of quality simulation‐based learning programmes in speech–language pathology

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