Simulation strategies to teach patient transfers: Self-efficacy by strategy

Abstract

OBJECTIVE. We evaluated the effects of transfer training after training in the classroom and in the hightechnology simulation laboratory (WISER Center) on students' perceptions of their self-efficacy for knowledge, skill, and safety in executing dependent transfers. METHOD. After classroom training, occupational therapy students were randomized to three teaching groups on the basis of the amount of participation and observation opportunities provided at the WISER Center observation dominant, participation dominant, and participation only. RESULTS. The participation-dominant group reported an increase in knowledge self-efficacy over time compared with the observation-dominant and participation-only groups. Over time, self-efficacy ratings increased for all students, regardless of group. CONCLUSION. Simulation scenarios implemented at the WISER Center provided a useful adjunct to classroom training in transfer skills. Both participatory and observational experiences contributed to the development of students' perceptions of their ability to manage acutely ill and medically complex patients.