Does the simulated learning environment provide the occupational therapy (OT) student with an increase in
self-efficacy, as compared to traditional hands-on peer
practice, in preparation for the fieldwork experience?
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Rethinking feedback practices: Keynote Med Ed Conference Taiwan 18Oct 2014r_ajjawi
Rethinking feedback practices: insights from research
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Powerpoint presentation from 'Demystifying Knowledge Transfer: an introduction to Implementation Science' - 28th May 2014.
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This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
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Findings of MSc dissertation research in to the impact of school inspection on the quality of teaching, with English practitioners using their experiences of Ofsted to review a rough theory of change.
Journal Club on Effectiveness of a self-directed learning
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This presentation developed by Michelle Constable and Jim McManus, explores how health psychology can help the work of Environmental Health Officers and was part of an introductory workshop for the Environmental Health Profession organised by the Beds and Herts Branch of the Chartered Institute of Environmental Health
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Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
Presentation to ResearchED London Sept 9th 2017judeslides
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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3. Objectives
– Identify barriers encountered in fieldwork
placement
– Summarize the literature including common
themes and findings to support using simulation
for training students prior to fieldwork.
– Describe the significance simulation has on
fieldwork.
– Present a change model.
4. Objectives continued
• Objectives Continued
– Illustrate the process for the planned change.
– Identify options for evaluating the change
including data analysis
– Outline the dissemination proposal
– Summarize the presentation
5. Significance of Practice Problem
• Fieldwork is anxiety
provoking
• High-Hazard industry
• Patient Safety
• Reimbursement
• Productivity
• Student Autonomy
• Reduction in Clinical
Sites
• Student competency
The safety of the patient and provision of quality healthcare require a
change in the traditional learning experiences of the student (Bethea et
al., 2014)
6. PICO
QUESTION
• Does the simulated learning
environment provide the
occupational therapy (OT)
student with an increase in
self-efficacy, as compared to
traditional hands-on peer
practice, in preparation for
the fieldwork experience?
7. Definition
• simulation ‘…an educational technique that
allows interactive, and at times immersive,
activity by recreating all or part of a clinical
experience without exposing patients to the
associated risks’ (Maran & Glavin, 2003, p.
22).
8. Definition
• Self-efficacy is a “a cognitive mechanism based
on expectations or beliefs about one’s ability to
perform actions necessary to produce a given
effect” (Nishisaki et al., 2007, p. 225).
• The student’s degree of confidence and/or
instructor’s degree of confidence in the student,
in providing the simulated task in the actual
environment (Nishiasaki et al., 2007, p. 225).
13. Search Strategy
• 137 articles
• 12 articles retained after extracting duplicates,
not applicable and not available articles
• 2 Systematic Reviews were included
• Cohort and pilot studies were reviewed
14. CINAHL Complete
1999-2015
21 citations
EBSCO
1999-2016
65 citations
AJOT
2005-2016
5 citations
GALE
Powersearch
2008-2016
1 citation
MEDLINE
2006-2016
11 citations
ProQuest
2006-2016
14 citations
PubMed
2005-2016
12 citations
Cochran
2015-2016
1 citation
Google
Scholar
2003-2016
7 citations
137 Non-Duplicated
Citations Screened
Inclusion/Exclusion
Criteria Applied
115 excluded after
title/abstract screened
22 Articles Retrieved
Inclusion/Exclusion
Criteria Applied
19 excluded after Full-
Text screened
Articles Excluded After
Data Extraction
13 Articles Included
1 Article Excluded After
Further Review
12 Articles Included
PRISMA DESIGN
15. LITERATURE REVIEW COMMON THEMES
• SIMULATION TYPE
• TIME INVOLVED
• ASSESSMENT TOOLS USED
• COST OF SIMULATION
• SELF-EFFICACY TOPIC OF ASSESSMENT
• SUSTAINABILITY OF OUTCOMES
• RESULTS
19. Assessment Tools found in Literature
– Student Evaluation of
Teaching (SET)
– Satisfaction with Simulation
experience scale(SSES);
– Nursing Student Self-Efficacy
Scale (NSSES)
– General Perceived Self
Efficacy Scale (GSES);
– The Educational Practices in
Simulation Scale (EPSS)
– The Conditions of Work
Effectiveness Questionnaire-
II-Education: Vaccination
Clinic Simulated Learning
experience (CWEQ-II-ED-SL);
– The Conditions of Work
Effectiveness Questionnaire-
II-Education: Actual Practice
experience (CWEQ-II-ED-AP);
Self-efficacy for Public Health
Nursing: Vaccination Clinic
(SEPHNVC);
20. Assessment Tools Found in Literature
– Acute Care Confidence
Survey (ACCS);
– Clinical Practice Exam
(CPE);
– Assessment of
physiotherapy practice;
Likert scales; non-validated
– Reflective thinking
instrument;
– Scenario checklists
– video reflection
– Visual Analog Scale
– Objective Structured
Clinical Exam
– General Perceived Self-
Efficacy and Competency
Scale (GPSEC)
23. SELF-EFFICACY OUTCOMES
Communication
Standardized Patients = Role
Play
Performance > sim group vs
control group no correlation
between performance and self-
efficacy (Stayt et al., 2015)
General Self-Efficacy improved
with all types of simulation
Fieldwork Readiness 3 studies
with positive results
28. Rogers’ Diffusion of Innovation Model
Redefining RoutinizingClarifying
Outcomes
Measurement
Relative
Advantages
Safety
Concerns
Ongoing
Support
Information
Sharing
Process
Evaluation
Updating
Information
Program
Evaluation
Research
30. Assessment Tools found in Literature
– Student Evaluation of
Teaching (SET)
– Satisfaction with Simulation
experience scale(SSES);
– Nursing Student Self-Efficacy
Scale (NSSES)
– General Perceived Self
Efficacy Scale (GSES);
– The Educational Practices in
Simulation Scale (EPSS)
– The Conditions of Work
Effectiveness Questionnaire-
II-Education: Vaccination
Clinic Simulated Learning
experience (CWEQ-II-ED-SL);
– The Conditions of Work
Effectiveness Questionnaire-
II-Education: Actual Practice
experience (CWEQ-II-ED-AP);
Self-efficacy for Public Health
Nursing: Vaccination Clinic
(SEPHNVC);
31. Assessment Tools Found in Literature
– Acute Care Confidence
Survey (ACCS);
– Clinical Practice Exam
(CPE);
– Assessment of
physiotherapy practice;
Likert scales; non-validated
– Reflective thinking
instrument;
– Scenario checklists
– video reflection
– Visual Analog Scale
– Objective Structured
Clinical Exam
– General Perceived Self-
Efficacy and Competency
Scale (GPSEC)
32. Data Analysis
• Compare individually pre-
post
• Compare between pre-post
• Compare setting types
within pre-post
• Compare between settings
pre-post
• Additional qualitative
survey regarding learning
experience.
CONFIRMATION
33. Dissemination
• Within the department
• Simulation lab staff
• Allied Health programs
• Nursing
• Administration
• Family Practice
• Conference Presentations
• Great Teachers Seminar
CONFIRMATION
34. Conclusion
• Self-Efficacy improves with simulation
experiences
• Students express satisfaction with simulation
experiences
• Student performance improves with
simulation experiences
• More research is needed for evidence of
longevity and patient outcomes
36. References
• Babenko-Mould, Y., Ferguson, K., Riddell, T., Hancock, M., & Atthill, S. (2015). Influence of simulated and actual community vaccination clinics on student
empowerment and self-efficacy for public health nursing competencies. Public Health Nursing, 32(3), 277–283. doi.org/10.1111/phn.12151
• Baird, J. M., Raina, K. D., Rogers, J. C., O’Donnell, J., & Holm, M. B. (2015). Wheelchair transfer simulations to enhance procedural skills and clinical reasoning.
American Journal of Occupational Therapy, 69, 1–8. doi.org/10.5014/ajot.2015.018697
• Baird, J. M., Raina, K. D., Rogers, J. C., O’Donnell, J., Terhorst, L., & Holm, M. B. (2015). Simulation strategies to teach patient transfers: Self-efficacy by strategy.
American Journal of Occupational Therapy, 69, 1–7. doi.org/10.5014/ajot.2015.018705
• Bethea, D. P., Castillo, D. C., & Harvison, N. (2014). Use of simulation in occupational therapy education: Way of the future? American Journal of Occupational
Therapy, 68, S32-9. doi.org/10.5014/ajot.2014.012716
• Bosse, H. M., Schultz, J.-H., Nickel, M., Lutz, T., Möltner, A., Jünger, J., … Nikendei, C. (2012). The effect of using standardized patients or peer role play on ratings of
undergraduate communication training: A randomized controlled trial. Patient Education & Counseling, 87(3), 300–306.
• Bradley, G., Whittington, S., & Mottram, P. (2013). Enhancing occupational therapy education through simulation. British Journal of Occupational Therapy, 76(1), 43–
46. doi.org/10.4276/030802213X13576469254775 SIMULATED LEARNING ENVIRONMENTS: 12
• Dunn, K. E., Osborne, C., & Link, H. J. (2014). High-fidelity simulation and nursing student self-efficacy: Does training help the little engines know they can? Nursing
Education Perspectives, 35(6), 403–404.
• Ebell, M. H., Siwek, J., Weiss, B. D., Woolf, S. H., Susman, J., Ewigman, B., & Bowman, M. (2004). Strength of recommendation taxonomy (SORT): A patient-centered
approach to grading evidence in the medical literature. The Journal of the American Board of Family Practice, 17(1), 59–67.
• Franklin, A. E., & Lee, C. S. (2014). Effectiveness of Simulation for Improvement in Self-Efficacy Among Novice Nurses: A Meta-Analysis. Journal of Nursing Education,
53(11), 607–14. doi.org/10.3928/01484834-20141023-03
• Giles, A. K., Carson, N. E., Breland, H. L., Coker-Bolt, P., & Bowman, P. J. (2014). Use of simulated patients and reflective video analysis to assess occupational therapy
students’ preparedness for fieldwork. American Journal of Occupational Therapy, 68, S57-66. doi.org/10.5014/ajot.2014.685S03
37. References
• Hooper, B., King, R., Wood, W., Bilics, A., & Gupta, J. (2013). An international systematic mapping review of
educational approaches and teaching methods in occupational therapy. British Journal of Occupational Therapy,
76(1), 9–22. doi.org/10.4276/030802213X13576469254612
• Maran, N. J., & Glavin, R. (2003). Low-to high-fidelity simulation–a continuum of medical education? Medical
Education, 37(s1), 22–28.
• McGee, C., & Sopeth, L. (2015). Occupational therapy student learning in acute care contexts: Blending online,
classroom, simulation, and fieldwork education. American Journal of Occupational Therapy, 69(Supplement_1), p.
1. doi.org/10.5014/ajot.2015.69S1-RP401 SIMULATED LEARNING ENVIRONMENTS: 13
• Nishisaki, A., Keren, R., & Nadkarni, V. (2007). Does simulation improve patient safety?: Self-efficacy, competence,
operational performance, and patient safety. Anesthesiology Clinics, 25(2), 225–236.
doi.org/10.1016/j.anclin.2007.03
• Pritchard, S. A., Blackstock, F. C., Nestel, D., & Keating, J. L. (2016). Simulated patients in physical therapy
education: Systematic review and meta-analysis. Physical Therapy, 96(9), 1342–1353.
doi.org/10.2522/ptj.20150500
• Silberman, Nicki J, PT,D.P.T., PhD., Litwin, Bini, PT,D.P.T., PhD., Panzarella, Karen J, PT,PhD., C.H.S.E., & Fernandez-
Fernandez, A. (2016). High fidelity human simulation improves physical therapist student self-efficacy for acute
care clinical practice. Journal of Physical Therapy Education, 30(1), 14-24. Retrieved from
http://search.proquest.com.prx-usa.lirn.net/docview/1777919449?accountid=158603
• Stayt, L. C., Merriman, C., Ricketts, B., Morton, S., & Simpson, T. (2015). Recognizing and managing a deteriorating
patient: a randomized controlled trial investigating the effectiveness of clinical simulation in improving clinical
performance in undergraduate nursing students. Journal of Advanced Nursing, 71(11), 2563–2574.
• Tutticci, N., Lewis, P. A., & Coyer, F. (2016). Measuring third year undergraduate nursing students’ reflective
thinking skills and critical reflection self-efficacy following high fidelity simulation: A pilot study. Nurse Education in
Practice, 18, 52–59. doi.org/10.1016/j.nepr.2016.03.001
Editor's Notes
Hello, my name is Carol Zaricor and I am the Academic Fieldwork Coordinator and teach the 2nd year students for the occupational Therapy Assistant program at McLennan Community College. As Fieldwork coordinator I am challenged with ensuring students are prepared for clinical placements. Being new to academia I was unsure how to gauge fieldwork readiness. My first year I used traditional lecture and case studies with return demonstration to teach specific skills. My program director and administration have encouraged the use of the campus simulation lab. I tried a few scenarios with role playing and the students really seemed to enjoy it. There is a lot of work to prepare for simulation lab (role playing). I wanted to be sure the work was worth it. Were the students gaining knowledge and confidence necessary in preparation for fieldwork. My presentation today will walk you through the process I used to find my answer. The objectives are………………….
Patient is safety is paramount in healthcare. By providing the student with a safe environment to learn from mistakes we could be protecting a patient from harm. Clinical sites are dwindling and clinicians are having less time for 1:1 teaching. The student must begin fieldwork with competence in basic skills. The simulated environment provides the student a safe place for learning.
What exactly is simulation
How do we know simulation works? One way is to ask the students.
Self-efficacy is “a cognitive mechanism based on expectations or beliefs about one’s ability to perform actions necessary to produce a given effect” (Nishisaki et al., 2007, p. 225). Self-efficacy, as assessed in the academic simulated environment, is the students’ degree of confidence and/or instructors’ degree of confidence in the student, in providing the simulated task/procedure/activity, etc., in the actual healthcare environment (Nishisaki et al., 2007).
REIMBURSEMENT= REDUCED NUMBER OF CLINICAL SITES
REDUCED CURRICULUM HOURS=STUDENT SKILL AQUISITION
AVAILABLE SUPERVISION =PATIENT SAFETY RISK
PRODUCTIVITY =LACK OF TIME FOR SUPERVISION
STUDENT’S LACK OF CLINICAL= EXPERIENCE STUDENT ANXIETY
INSURANCE SUPERVSION REQUIREMENTS=LOSS OF STUDENT AUTONOMY
The final twelve articles included in the review were dated from 2012 to present. Meta-analyses, random control trials (RCT), cohort studies and pilot studies were included. The subjects of the studies were allied health students from occupational therapy, nursing, physical therapy and medicine. The Strength of Recommendation Taxonomy (SORT) approach was used to grade the evidence included in the review (Ebell et al., 2004).
Many various types of simulation exist. High fidelity simulation, also known as high fidelity human simulation was the focus in eight of the twelve studies. Role play was utilized in three of the 10 primary studies and one of the two systematic reviews. Standardized patients were used in three out of the ten primary studies and both systematic reviews. There were only two primary studies which used a control group to compare simulation to the classroom lecture and didactic learning environment. Role play and standardized patients were compared in two studies. Role play against actual patient intervention was measured in one study. Video reflection was common among the studies and typically combined with high fidelity simulation. Both systematic reviews included data with control group studies.
Traditional learning methods are defined as lectures with discussion and didactic presentations, as well as peer practice of the material from the lecture. Classroom laboratory training of specific techniques such as body mechanics, transfers skills, hand washing and manual muscle testing to name a few. Skills assessments such as check-off sheets and test questions would be included in the comparison (Baird et al., 2015).
High-fidelity simulation, such as interactive technology, including mannequins, standardized patient participants, such as students, teachers or even those involved in theatre, and video analysis are all examples of simulation styles. Simulation can take place in a home, clinic or staged sites such as the classroom or designated simulation laboratory located on the school campus. Video footage can be used, as well as, scripted scenarios. Interaction with mannequins from two-way mirrors have also been utilized. Simple problem based scenarios to multi-disciplinary team simulation activity has been performed. (Bradley, Whittington & Mottram, 2013)
The literature compared cohorts of allied health students throughout their undergraduate and pre-entry level education. The years ranged from two to four. There were several studies that were completed in one to two days, while others followed the students through their undergraduate experience. The actual length and amount of simulation sessions varied throughout the studies and ranged from fifteen minutes to one hour. For the purpose of the search time can be considered at any point in the student’s academic career.
Throughout this literature search, assessing self-efficacy has been the theme. The focus for the self-efficacy assessment has varied. Student’s self-efficacy regarding patient communication was common with several studies including Bosse et al. (2012), and Dunn, Osborn and Link (2014). Self- efficacy regarding performance skills was included in seven of the remaining eight primary sources. Self-satisfaction regarding simulation was measured in the remaining primary source. Self-efficacy related specifically to fieldwork readiness was measured in three of the studies. One could correlate the self-efficacy testing results with fieldwork readiness as communication, confidence, empowerment and skill performance are all expectations for the clinical experience.
Multiple evaluation tools were used throughout the research. The common tool was the visual analog survey (VAS). The VAS was adapted for each study relative to the self-efficacy topic being assessed. Pritchard et al (2016) recommended further research be performed to validate self-efficacy evaluation tools. In the systematic review, Pritchard indicates few evaluation tools were validated which leaves room for bias in the findings. Tutticci et al. (2016) performed a study to validate the VAS and the reflective thinking survey. Tutticci’s et al. (2016) research proved the instruments reliable and recommending further assessment on a larger scale. Franklin and Lee (2014) also encourage the use of valid instruments rather than the researcher developing their own tools. Franklin and Lee (2014) report developing a non-standardized, non-validated assessment tool makes it difficult to synthesize the comparison of simulation to self-efficacy.
of Simulation
Little is known about the economic impact of simulation on learning outcomes (Pritchard et al., 2016). Pritchard recommends further research regarding the cost for high fidelity simulation use in physical therapy education. Concerns with the financial impact on the program was mentioned in four of the twelve studies. Students responded to a survey, regarding satisfaction with the simulation exercise, with concern of the college using simulation to gain increased revenue (Tutticci., 2016). With cost being a limiting factor for simulation, alternatives need to be developed. Babenko, Ferguson, Riddell, Hancock and Atthill (2015) are affiliated with a public health center where they assist with vaccinations and the public health nurses from the clinic assist with role playing and clinical supervision.
A common question throughout the studies was: Does simulation transfer into clinical performance and patient outcomes? Stayt, Merriman, Ricketts, Morton and Simpson (2015) recommended a continuation or longitudinal study to determine transference of skills into practice. Tutticci et al. (2016) questioned transferability from educational to clinical setting. Silberman, Litwin, Panzarella, Fernandez and Fernandez (2016) recommended to measure students’ self-efficacy over multiple semesters. Dunn, Osborn and Link (2014) conclude that confidence leads to better patient care; thereby, gaining transference into clinical practice. The literature provides consensus that further research is necessary to determine if simulation has an impact on performance carry over into clinical practice.
The primary literature included in the review is conclusive that generalized self-efficacy is improved with the use of simulation as a learning tool. The systematic reviews indicate simulation does in fact increase self-efficacy. Pritchard et al. (2016) report self-efficacy is shown to increase with simulation however the studies have bias and without valid assessment tools results could be skewed. When comparing standardized patients to role play, the findings are mixed. Stayt et al. (2015) found student satisfaction and self-efficacy to increase with both the patient simulation and control group. The performance scores in the patient simulation group were significantly higher than the control group with no correlation to self-efficacy. Dunn et al. (2014) found an increase in self-efficacy and patient care regarding communication skills. Consistently students were satisfied with the simulation experiences and requested additional simulation opportunities throughout the curriculum. Franklin and Lee (2014) recommend that the nursing research community move past assessing self-efficacy as a general topic and look forward to comparison with performance and learning outcomes. There is solid evidence to prove self-efficacy regarding confidence, empowerment and performance skills improves through simulated learning environments.
Recommendations to move on from self efficacy studies
Developing confidence and ability to handle lines were greater in the Campus 1 simulation group. Clinical supervisors agreed with the findings. (McGee & Sopeth, 2015)
(Giles, Carson, Breland, Coker-Bolt, & Bowman, 2014) OT fieldwork readiness using FWPE
Using simulation as a teaching tool in combination with didactic education is recommended. This is an (A) recommendation using the SORT tool (Ebell et al., 2004). Learning framework. Role Play versus Standardized patient was evaluated with mixed results. Recommendation (B) for role play during training and standardized patient during examination is being made based on cost effectiveness and feedback responses from qualitative studies (Bosse et al., 2012; Stayt et al., 2015).
The actual implementation will require additional training for the instructor. The testing and analysis of data will be performed by a single instructor. Simulation equipment and assessment procedures will need to be addressed. There will be a very little cost if any required for the change process as the simulation activities will be incorporated into the curriculum without additional course time required. Students will receive an orientation to the simulation process. Consistency and compliance will be maintained through regularly scheduled simulation experiences including pre-post testing and video reflection. Facilitators of the process include faculty support and instructor interest in the process. Past student experience and feedback provided valuable information to facilitate this process. Barriers to the change might include the time required for the learning curve of both instructor and students as well as the simulation facility staff. A careful review of the data will be necessary comparing the initial attempts for consistency. There is potential for equipment failures which could inhibit accuracy of data.
Self-efficacy re-assessment during the student’s fieldwork experience is recommended as a follow-up to the simulation learning experience is given a (B) rating as it was deemed beneficial by several researchers (Babenko et al., 2015; Dunn et al., 2014; Giles et al., 2014; Pritchard et al., 2016;
Silberman et al., 2016)
The VAS has been validated for assessing self-efficacy during simulation learning activities. Larger reliability studies were recommended (Tutticci et al., 2016). Reflective thinking and video reflection are given a (B) recommendation as they were positive aspects of the simulation experience by the students and the instructors (Baird et al., 2015; Giles et al. 2014; McGee et al., 2015).
Measuring data will include testing self-efficacy before simulation and after simulation for each student. Data analysis may include paired t-test, McNemar's test, or Wilcoxon signed-rank test. When assessing the self-efficacy difference between beginning of semester and end of the semester, repeated-measures analysis of variance, Cochrane Q+, or Friedman statistic, may be used. Another area of interest for me is the skill performance compared to the self-efficacy scores.
Sources of data could include self-efficacy surveys, clinical observations, test scores, standardized simulation assessment tools, Fieldwork Performance Evaluation results, and video reflection.
Following the successful implementation of the change process, a plan for sustaining the change will be put in place. Gawlinski, A. (2007) recommends communicating results to staff, adding the change to policies and procedures, incorporating change into orientation programs, disseminating results at meetings and forums, and reporting results during council or committee meetings. Once deemed successful, these recommendations will be easy to implement at my college by placing the requirements in the course instructional plan and student orientation. Results can be disseminated at advisory meetings and departmental committee meetings.
This project initially focused on student self-efficacy and the effect a simulated learning environment had on fieldwork readiness. The literature has provided that and so much more. The evidence for a simulated learning environment is plentiful in both improving students self-efficacy toward fieldwork readiness and improving learning outcomes. The practice change described is only the beginning of the plethora of opportunities using simulation can bring to both the self efficacy and learning outcomes of the occupational therapy student. Consideration for further research regarding learning outcomes and transference to practice should be made. Using the proposed dissemination plan, I would like to see this change spark interest in the development of a college wide inter-professional education committee that can add research to the use of simulation in the allied health community.