Introduction
Simulation has been considered the “central thread in the fabric of medical education” (McGahie, Issenberg, Petrusa, & Scalese, 2010, p. 51). This can be attributed to its success as an effective and efficient teaching mechanism as it provides students with clinical experiences through the imitation of reality.
The use of simulation varies between professions and educational institutions (Health Education and Training Institute, 2014).
The most common uses for simulation in student education include:
Relationship to the Speech Pathology discipline
Non-traditional learning method
Innovative solution to decreased placement opportunities
Ethical concerns
Speech Pathology Clincial Study Example
Anxiety & stress for students entering the workplace
Improvement in clinical skills
Simulation has been considered the “central thread in the fabric of medical education” (McGahie, Issenberg, Petrusa, & Scalese, 2010, p. 51). This can be attributed to its success as an effective and efficient teaching mechanism as it provides students with clinical experiences through the imitation of reality.
The use of simulation varies between professions and educational institutions (Health Education and Training Institute, 2014).
The most common uses for simulation in student education include:
- To support learning
- More efficient management of patients who are acutely ill and deteriorating
- Orientate students to practices which occur during clinical placement and for entry level registered practice
- Assessment of student skills
- (HETA, 2014)
Relationship to the Speech Pathology discipline
- Within the speech-language pathology discipline clinical training through simulation is a relatively recent concept (Miles, Donaldson, & Philippa, 2015).
Non-traditional learning method
- Simulated learning environments have been proposed to offer a valuable alternative to traditional placement models for novice students (Hill, Davidson, & Theodoros, 2010).
- Simulation is proven to achieve a range of successful outcomes. Ongoing research is required to determine whether simulations are more beneficial than workforce placement. Currently simulation has proven most beneficial when used in addition to traditional clinical experiences (Watson et al., 2012).
Innovative solution to decreased placement opportunities
- It is evident that simulation based models have been an effective solution to meet the demands for decreased opportunities for direct patient contact and the increased need for increased healthcare practitioners and placement settings (McGahie et al., 2010).
Ethical concerns
- Simulation has also been used in order to decrease associated risk to patient care, which can occur with inexperienced practitioners. It addresses the ethical concern of new graduates ‘practicing’ their clinical skills on human patients (Bremne, Aduddell, Bennett, & Vangeest, 2006).
- Simulation has shown to increase patient safety, decrease error incidence and allows students to improve clinical judgement (McGaghie et al., 2010).
Speech Pathology Clincial Study Example
- A study directed by Miles et al. (2015) yielded positive results with the use of a simulated learning environment for speech pathology students. The study was set within a hospital setting and trained students on swallowing management. The study produced results which demonstrated the long-term benefits simulated learning environments can have on student technical and clinical decision-making skills. The use of simulation within a learning environment has proven to increase student clinicians' confidence when receiving as little as one entire day of clinical training. Furthermore, results were consistent 3 months post simulation training (Miles et al., 2015).
Anxiety & stress for students entering the workplace
- The transference of theoretical knowledge into competent clinical skills is typically required of medical professionals often after observation of skills (Rodgers, 2007). This can cause anxiety and in addition does not promote high-level reflective, clinical decision making skills (Issenberg, Gordon, Gordon, Safford, & Hart, 2001; Shaffer, Dawson, Meglan, Ferrell, & Norbash, 2001)
- Research has indicated that often when clinical skills are taught outside of placements it creates stress for students in addition to confusion around roles and responsibilities (Kitto, Nordquist, Peller, Grant, & Reeves, 2013).
- A study by Hill et al. (2013) demonstrated that the use of simulation, through an actor in a mock setting, produced positive results in improving student confidence and reducing anxiety.
- Simulation also produced an overwhelming response of student satisfaction regarding simulation and its positive value on improving student mental health (Hampson & Cantrell, 2014; Hill et al., 2013).
Improvement in clinical skills
- Enhanced student insight into the social & emotional impacts of stuttering. Assists in student preparation to work with individuals who stutter (Rami, Kalinowski, Stuart, & Rastatter 2003; Lohman-Hawk, 2008)
- This type of environment simulated can also improve professional communication skills, technical skills, teamwork, and critical thinking skills (Hill, et al., 2013)
- Effective in promoting critical thinking skills, learning, & confidence (Kaddoura, 2010).
Sites and pages for more information please click on purple boxes:
Information regarding education and simulation
(Health Education & Training Institute) |
For a map of simulation facilities near your area
(batchgeo) |