The clinical educators' experience of replacing physiotherapy student clinical education time with simulation

Abstract

Simulation is increasingly being utilised to replace part of physiotherapy clinical education. This pilot study aimed to investigate clinical educators' perspectives of physiotherapy student preparedness for clinical placement. A mixed-methods study using a sequential explanatory design was undertaken. Clinical educators completed questionnaires after supervising two groups of students, one that had one week of simulation followed by a four-week placement (1+4 week group) and the other a full 5-week placement in a clinical setting (0+5 week group). Both groups of clinical educators rated students' preparedness to commence placement. Clinical educators in the 1+4 week group were also interviewed after the placement. Descriptive statistical analysis of the questionnaire data found no notable difference in the perceived preparedness of the students between groups. Clinical educator interviews revealed aspects of placement preparedness for students in the 1+4 week model that were considered better when compared to students previously supervised who had not undertaken simulation. Educators reported student outcomes at the end of the placement equivalent to those of students they had supervised previously who had the full five weeks in a clinical setting. However, the clinical educators also reported that replacing the first week of a clinical placement with simulation resulted in students not being at the expected level at the beginning of the second week of placement. Consequently, educators felt pushed to accelerate the learning experience to make up for the reduced clinical time. Further investigation is required into the models of simulation as replacement for clinical placement time.