- Title
- Simulation as a component of introductory physiotherapy clinical placements
- Creator
- Johnston, Catherine; Wilson, Jake C.; Wakely, Luke; Walmsley, Sarah; Newstead, Clint J.
- Relation
- New Zealand Journal of Physiotherapy Vol. 46, Issue 3, p. 95-104
- Publisher Link
- http://dx.doi.org/10.15619/NZJP/46.3.02
- Publisher
- Physiotherapy New Zealand
- Resource Type
- journal article
- Date
- 2018
- Description
- Simulated learning experiences (SLEs) assist students to acquire knowledge and skills and are an effective teaching tool in physiotherapy education. The aim of this project was to explore physiotherapy student attitudes towards SLEs as a preparatory component of an introductory clinical placement. The project was a quasi-experimental, pre/post-test repeated measures design. Participants were second year physiotherapy students (n=57) allocated to a placement which included one week of SLEs and three weeks in a healthcare setting. The SLE week consisted of sessions to develop students' clinical skills in preparation for placement. Data on participant attitudes towards SLEs were collected via anonymous survey before and after the SLE week, and at the completion of the three week clinical placement. Attitudes of respondents (n=43) towards SLEs were significantly more positive at the completion of the SLE week. At the completion of the three week clinical placement, all responses remained more positive than at the commencement of the project, however participant responses were generally less positive than at the conclusion of the week of SLEs. Students valued the use of SLEs in preparing for introductory clinical placements. Simulated learning experiences should be considered as a useful tool for pre-placement preparation for early year physiotherapy.
- Subject
- physical therapy; clinical education; simulation; SLEs
- Identifier
- http://hdl.handle.net/1959.13/1408964
- Identifier
- uon:35910
- Identifier
- ISSN:0303-7193
- Language
- eng
- Full Text
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
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