Simulation Experience Enhances Physical Therapist Student Confidence in Managing a Patient in the Critical Care Environment

Abstract

Incorporating a simulated, interprofessional critical care experience into a required clinical course improved physical therapist student confidence in technical, behavioral, and cognitive performance measures and was associated with high student satisfaction. Using simulation, students were introduced to the critical care environment, which may increase interest in working in this practice area.

Athletic Therapy Students' Perceptions of High-Fidelity Manikin Simulation: A Pilot Study

“…18 It was also suggested that the use of HFMS provides students the opportunity to practice communication, critical thinking, clinical decision-making, and technical skills in a safe but realistic environment. 6,8,11,[18][19][20] Our research supports these findings and suggests that students can develop skills within the affective domain of learning that are not often as easily developed in a formal educational setting. 21 Racchini et al 22 suggest the use of a debriefing session when using HFMS to provide the students an opportunity to reflect on the scenario and consider it as an important aspect to the simulation experience.…”

“…Although these forms of training are effective, the use of high-fidelity manikin simulation (HFMS), such as SimMan3G (Laerdal Medical Canada), in the training of health care professionals has been shown to increase advanced cardiac life support (ACLS) knowledge, knowledge retention, and overall confidence compared with the above traditional forms of training. 1 In pharmacy, 4 chiropractic, 7 and physiotherapy 8 education, simulation in critical care and clinical care settings has been shown to enhance confidence in students and increase student satisfaction with learning, and students have indicated that simulation was an extremely valuable tool for their education. 10 Including the use of simulation in the medical curriculum improved the quality of care by residents in ACLS situations, and it was their recommendation that simulation be used as a complement to traditional education.…”

“…Although true-life emergency situations involve distractions for those responding, first-time learners benefit more from practicing assessment skills in a controlled environment during the early stages of learning. 2 Many professions, including anesthesiology, 3 pharmacy, 4 medicine, 5 nursing, 6 chiropractic, 7 physiotherapy, 8 and the military, 9 have used human patient simulation training successfully using high-fidelity manikins as a method to prepare their students and practicing professionals for real-life events. This form of simulation training has not been documented as a standard component in the education of the athletic therapy profession to date.…”

Introducing Simulation Based Learning Activities to Physiotherapy Course Curricula

“…Previous studies have evaluated the impact of HPS on physiotherapy students' confidence (Ohtake et al, 2013;Smith et al, 2012), and satisfaction (Smith et al, 2012) in a cardiopulmonary setting, and found it to be an effective education tool. This study has demonstrated that students are motivated to participate in HPS in a variety of physiotherapy settings, and at an early stage of their education.…”

“…Simulation based learning (SBL) consists of both a "hands-on" experience of a mock-clinical event or situation and a debrief session of reflection and feedback (Shinnick, Woo, & Mentes, 2011). Whilst relatively new in physiotherapy curricula and with few publications (Mori, Carnahan, & Herold, 2015;Ohtake, Lazarus, Schillo, & Rosen, 2013;Smith, Prybylo, & Conner-Kerr, 2012), human patient simulation (HPS) is used in many countries across various medical (Barsuk, Cohen, Feinglass, McGaghie, & Wayne, 2009;Evans et al, 2010;Issenberg, McGaghie, Petrusa, Lee Gordon, & Scalese, 2005;Morgan, Cleave-Hogg, McIlroy, & Devitt, 2002;Steadman et al, 2006;Zendejas, Wang, Brydges, Hamstra, & Cook, 2013) and nursing programs (Ballangrud, Hall Lord, Hedelin, & Persenius, 2013;Davis, Kimble, & Gunby, 2014;Garrett, MacPhee, & Jackson, 2010;Ironside, Jeffries, & Martin, 2009;Johannesson, Silén, Kvist, & Hult, 2013;Shinnick et al, 2011;Traynor, Gallagher, Martin, & Smyth, 2010), with various measures of outcome. These activities provide students with opportunities to perform treatment on a realistic patient (rather than a peer) in an environment similar to that they will experience in actual clinical practice.…”