Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Abstract

Simulation is increasingly used to supplement clinical placement in preregistration health professional programs. However, there are no conceptual frameworks to guide the design of these learning experiences when replacing a clinical placement. In the present study, the conceptual framework for simulated clinical placements (CF-SCP) is presented. Evolving from an iterative process of synthesizing learning and simulation theory, findings from the empirical literature, and the perspectives and ideas from experts in occupational therapy practice, education and simulation-based learning, the CF-SCP aligns principles and processes of workplace and simulation learning. The application of the CF-SCP is described in the context of a 1 week full-time SCP. The CF-SCP provides a structure for organizing, understanding, and applying the principles and processes to design a simulated placement to be a "placement replacement" experience. Articulating a conceptual framework for the design of simulated placement experiences to replace actual clinical placement hours in the allied health sector is important if these experiences are to be tested for validity, efficacy, and transferability to a range of occupational therapy practice areas and other health disciplines.

Simulated versus traditional occupational therapy placements: A randomised controlled trial

“…The SCP examined in the current study focussed on development of professional behaviours; the experiences required to develop these generic skills may differ from those needed to attain clinical competency to perform practical procedures that have often been assessed in simulation research (Liu, Schneider & Miyazaki, ). The design of the SCP was informed by the CF‐SCP (Chu et al ., under review), including the five criteria for quality simulation‐based learning required by the Occupational Therapy Council accreditation standards: authenticity, complexity, practice immediacy, assessment and use of multiple simulation modalities (Rodger et al ., ). We recommend that future SCPs be designed using this framework.…”

“…Prior to this study, one week (40 hours) SCP for second‐year occupational therapy students in one university was successfully trialed as a replacement for a one week TCP in a vocational rehabilitation setting (Imms et al ., ). Principles underpinning the trial SCP design were organised to form the Conceptual Framework for Simulated Clinical Placements (CF‐SCP) (Chu, Sheppard, Guinea & Imms, under review). The CF‐SCP supports educational choices when designing a quality simulation learning experience and was used to inform the development of two additional occupational therapy SCPs for this study in mental health and physical rehabilitation settings.…”

A mapping review of models of practice education in allied health and social care professions

“…Simulated practice placements use mannequins, actors, simulated environments, video or interactive computer packages for learning. No papers considering simulation were initially included; however, the authors became aware of, and included, three papers reporting the development of a simulation framework (Chu et al, 2019), and a subsequent randomised controlled trial (Imms et al, 2018) and economic evaluation (Gospodarevskaya et al, 2019), published after the literature search. Chu et al (2019) presented a conceptual framework for simulated placements intended to structure the organisation and application of learning and simulation theory.…”

“…No papers considering simulation were initially included; however, the authors became aware of, and included, three papers reporting the development of a simulation framework (Chu et al, 2019), and a subsequent randomised controlled trial (Imms et al, 2018) and economic evaluation (Gospodarevskaya et al, 2019), published after the literature search. Chu et al (2019) presented a conceptual framework for simulated placements intended to structure the organisation and application of learning and simulation theory. Imms et al (2018) conducted an RCT with 570 students to investigate the effects of a 40-hour simulated placement, using the framework developed by Chu et al (2019), compared to traditional placement.…”

“…Chu et al (2019) presented a conceptual framework for simulated placements intended to structure the organisation and application of learning and simulation theory. Imms et al (2018) conducted an RCT with 570 students to investigate the effects of a 40-hour simulated placement, using the framework developed by Chu et al (2019), compared to traditional placement. Short, high-quality, simulated placements were found to be as effective as traditional placements of equivalent duration in terms of student attainment (Imms et al, 2018).…”