Assessing the Impact of High-Fidelity Simulation Experiences on Student Confidence in a Controlled Academic Environment

Abstract

A quasi-experimental one group pretest-posttest design was utilized with 19 first-and-second-year doctoral occupational therapy students at a university in Tennessee to evaluate confidence, performance, benefits, challenges, and recommendations from an acute care simulation experience. Student confidence was evaluated using a researcher-developed survey immediately before and after a high-fidelity simulation using a pre-programmed mannequin and standardized script. A performance assessment evaluated students\u27 skills during the simulation. The post-test survey included open-ended questions on perceived benefits, challenges and recommendations. Overall, students demonstrated increased confidence in vital sign monitoring and modification (heart rate, blood pressure, respiratory rate), medical equipment identification, and safe patient repositioning. However, confidence decreased or remained unchanged in certain areas related to treating acute care patients and managing patients with medical equipment. Performance assessments indicated that most students successfully monitored vital signs, performed bed mobility, managed lines and tubes, and applied clinical reasoning to patient responses, although correct placement in Trendelenburg position was rare. Most participants (84%) found the experience beneficial, reporting realism, enhanced confidence, opportunities to apply knowledge, and identification of areas to improve. Those who did not felt blindsided by the mannequin or unprepared for the setting, recommending additional information, feedback and a formal debrief