Enhancing student competency in risky clinical environments: Evaluating an online education program

Abstract

Objective Trainees across the healthcare sector contend with ubiquitous risk during clinical placement. This has prompted educative action to enhance student competency in unpredictable clinical environments. The objective of this pilot study was to evaluate the impact of Risk Aware, an online blended simulation‐based learning program, upon student preparedness and confidence for clinical placement. Method A sequential explanatory mixed‐methods design was utilised to evaluate Risk Aware. The Risk Aware program was trialled on 149 first‐year professional psychology postgraduate students across seven Australian universities prior to their first clinical placement. Repeated measures t‐tests investigated the impact of Risk Aware learning modules upon student knowledge and confidence; descriptive statistics and analysis of frequencies summarised student competency following Risk Aware (N = 120). Follow‐up qualitative interviews explored the nature of student knowledge and confidence, and student impressions of Risk Aware (N = 8). Results Preliminary quantitative findings demonstrated significant increases in student knowledge and confidence (p < 0.05), and low‐to‐average competence, after Risk Aware. Qualitative results corroborated increases in student knowledge and confidence and pointed to early signs of clinical competency. Student impressions of Risk Aware were generally positive and included suggestions to improve program usability. Conclusions Findings highlight Risk Aware's capacity to increase students' ability to identify and detail responses to risks arising during placement. Further field testing to ascertain students' application of skills is required. Results will inform program modifications to enhance future Risk Aware iterations.

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

“…A challenge of health professional training is finding the balance between providing an authentic experience so that newly qualified professionals are work ready vs. ensuring trainees learn skills in a safe way to protect the public. The use of SLA provides one medium to balance this risk, and as technology (i.e., video/graphics, artificial intelligence, and person machine integration) continues to improve, the use of these media to support this becomes a more viable option (Rudd et al, 2010;Graj et al, 2019). SLA can provide an avenue to increase capacity to train psychologists when placement availability may otherwise limit the number of graduates entering the workforce.…”

“…Simulation provides a structured, learner-centered environment where students can learn and practice skills without causing harm to clients (Bearman et al, 2013). Risk to students can also be mitigated by providing opportunities to practice risk management skills before placement (Graj et al, 2019), identify and discuss professional and ethical issues raised in SLA, and gain confidence with peers before the additional pressures of realworld practice are added.…”