104 research outputs found
The use of simulation-based education in cardio-respiratory physiotherapy
This thesis is situated in the context of simulation-based education (SBE) within
cardio-respiratory physiotherapy in the UK. A pragmatic mixed methods study has
provided a comprehensive examination of the use of SBE from two perspectives: 1)
physiotherapy education and 2) pre-registration physiotherapy students’
experiences of managing a deteriorating patient in a simulation context. Two
national surveys in Phase 1 provided the first insight into the spectrum of SBE
utilised in pre-registration and postgraduate physiotherapy education in the UK
between 2009 and 2010. National inconsistencies in simulation provision and
accessibility were identified. Financial costs, time and access to simulation
centres/laboratories reportedly influenced the use of SBE within cardio-respiratory
physiotherapy education. Phase 2 combined SBE and video-reflexive ethnography
(VRE) methods to elicit a unique and comprehensive exploration of performance,
behaviours, errors and personal experiences of 21 final year (pre-registration)
physiotherapy students from one higher education institution in the UK. This study
has identified the multi-layered impact of personal experiences and behaviours on
practices, clinical decisions, dynamics and the complexities and interconnectivity of
participants to the simulation environment. The range of errors identified by this
study also highlights the complexity of managing an acutely deteriorating patient in
a simulation context. The combination of SBE and VRE allowed the participants to
explore errors and defences erected within the scenario and their impact on patient
safety. The findings of this thesis emphasise the importance of scenario design,
considering the learner’s level of experience, prior knowledge and sequencing of
abstract skills before requiring contextualisation within a complex scenario.
Carefully planned and executed SBE and VRE methods can provide a safe learning
environment to allow participants to explore routine, evolving and complex
situations whilst allowing them to learn to be become comfortable with making and
exploring errors. Thus, the findings provide valuable insights to inform future
research regarding physiotherapy practice and integration of educational methods to
augment patient safety awareness and enhance safe healthcare practice. The key
message of this thesis is that SBE is a valuable learning modality to explore the
complexities of healthcare education and practice
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