Simulation is being integrated into nursing and medical curriculum nationally and it is well integrated into the Nursing program at Dominican University of California, However, use of simulation in allied health professionals is only an emerging practice. The aim of this program is to integrate simulation into the OT curriculum in order to facilitate the development of therapy foundation skill

Li, Kitsum

McCamish, Barbara

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Dominican Scholar

Dominican ScholarCollected Faculty and Staff Scholarship Faculty and Staff Scholarship2013A Transformative Experience forOccupational Therapy Students in aSimulated Learning EnvironmentKitsum LiDepartment of Occupational Therapy, Dominican University of California, kitsum.li@dominican.eduBarbara McCamishDepartment of Nursing, Dominican University of California, barbara.mccamish@dominican.eduSurvey: Let us know how this paper benefits you.This Conference Proceeding is brought to you for free and open access by the Faculty and Staff Scholarship at DominicanScholar. It has been accepted for inclusion in Collected Faculty and Staff Scholarship by an authorized administrator ofDominican Scholar. For more information, please contact michael.pujals@dominican.edu.Recommended CitationLi, Kitsum and McCamish, Barbara, "A Transformative Experience for Occupational Therapy Students in aSimulated Learning Environment" (2013). Collected Faculty and Staff Scholarship. 102.https://scholar.dominican.edu/all-faculty/102A Transformative Experience for Occupational Therapy Students in a Simulated Learning EnvironmentKitsum Li, OTD, OTR/L & Barbara McCamish, MSN, MPT, RN, CNLBackgroundObjectiveMethods Results Evidence of the project’s impactReferencesLiterature Review•The ability of the occupational therapy students to integrate and apply academic knowledge during fieldwork has been a concern for the fieldwork educators and the students (Smits & Ferguson, 2000). •In the past three years, a common theme arose from the exit focus interviews with the entry-level occupational therapy students at Dominican University of California: Inadequate preparation for the basic foundation skills in physical rehabilitation practices. •Utilizing existing resources, a new skill lab curriculum was developed and introduced to the entry-level occupational therapy program. •Five experiential labs, in a variety of simulated environments using both standardized patients and patient volunteers were part of this new curriculum. •Five new standardized-patient scenarios that matches with common occupational therapy practice environments were developed by the faculty teaching  in the physical rehabilitation program.•Separate training sessions were conducted to train the standardized patients the specific of the physical disabilities presented in the cases.•Standardized patients are asked to act out the specific movement limitation in the roles as authentic as possible. Diagrams were used in the script as part of the training with the standardized patients.Simulation is being integrated into nursing and medical curriculum nationally and it is well integrated into the Nursing program at Dominican University of California. However, use of simulation in allied health professionals is only an emerging practice. The aim of this program is to integrate simulation into the OT curriculum in order to facilitate the development of therapy foundation skill•Implementation of the new skill lab curriculum was carried out for the first time in Spring 2013.  •Twenty-one first-year occupational therapy students from our undergraduate program participated in ten practice labs and five experiential labs. •During the practice labs, students were introduced to the standardized procedures of the basic physical assessments and patient’s transfer skills. •The five experiential labs integrated patients’ specific characteristics and diagnosis in a variety of settings including outpatient therapy clinic, inpatient acute care and home health care. •Continuous funding was secured to continue with the simulated labs in the occupational therapy program•Twenty-four second-year occupational therapy students from the entry-level graduate program are currently enrolled in the skill lab in Fall 2013. •An anonymous survey to students reveals some common themes in occupational therapy students’ learning experience in a simulated environment: Client-centered, instant feedback and realism. •The use of simulated environment, standardized patients and patient volunteers enhance occupational therapy students in foundation skills and clinical bedside manner development ((Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for a radical transformation. San Francisco: Jossey-Bass Internet Citation: Improving patient safety through simulation research: Funded Projects. (2011). Agency for Healthcare Research and Quality, Rockville, MD. Publication # 11-P012-EF http://www.ahrq.gov/research/findings/factsheets/errors-safety/simulproj11/index.html Retrieved October 19, 2013Kohn, L. T., Corrigan, J.M., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system.  A report of the Committee on Quality of Health care in America, Institute of Medicine. Washington, DC: National Academies Press. Lindstrom-Hazel, D., & West-Frasier, J. (2004). Preparing students to hit the ground running with problem-based learning standardized simulations. American Journal of Occupational Therapy 58(2), 236-239Sherwood, G., & Barnsteiner, J. (2012). Quality and safety in nursing: A competency approach to improving outcomes (pp. 227-251). Hoboken, NJ: Wiley-Blackwell. Smits, E., & Ferguson, J. (2000). Integration tutorials and seminars: A creative learning approach for occupational therapy curricula. Canadian Journal of Occupational Therapy 67(3), 86-92. doi:10.1177/000841740006700301Pictures•The Institute of Medicine report To Err is Human: Building a Safer Health Care System, recommends teaching institutions use simulation for teaching novice practitioners problem solving, and crisis management (Kohn, Corrigan, & Donaldson, 2000).  •In 2010, Benner called for a radical transformation in how nurses were educated, identifying simulation as an effective pedagogy (Benner, Sutphen, Leonard, & Day, 2010).•Simulation allows health care practitioners to acquire the skills and valuable experience they need safely, in a variety of clinical settings, without putting patients at risk. (AHRQ, 2011)•The seminal book Quality and Safety in Nursing: A Competency Approach to Improving Outcomes, devotes an entire chapter to the use of simulation in improving nursing education. (Sherwood & Barnsteiner, 2012).•One form of simulation incorporates standardized patients as live actors, portraying patient situations.  Students interact with standardized patients in order to better prepare for the complexities of clinical practice (Lindstrom-Hazel & West-Frasier, 2004), and thus transforming the learning experience from classroom to simulated clinical settings.Quotes from students“I like the opportunity to learn in a simulated environment and put our skills to practice, as well as receive feedback”“While objective feedback from the instructors was needed, hearing feedback from the “patient” felt especially important”“I learn how it is like to be in a therapist role and how important it is to be client-centered”“Skill lab helped me learn how to establish a rapport with patients and correctly administer assessments”“The skill lab activities give me an opportunity to practice on a real person where I can make mistakes and be corrected”

A Transformative Experience for Occupational Therapy Students in a Simulated Learning Environment

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A Transformative Experience for Occupational Therapy Students in a Simulated Learning Environment

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