Thomas Erin M, Rybski Melinda F, Apke Tonya L, Kegelmeyer Deb A, Kloos Anne D
a Department of Physical Therapy , School of Health and Rehabilitation Sciences, The Ohio State University , Columbus , Ohio , USA.
b Department of Occupational Therapy , School of Health and Rehabilitation Sciences, The Ohio State University , Columbus , Ohio , USA.
J Interprof Care. 2017 May;31(3):317-324. doi: 10.1080/13561820.2017.1280006. Epub 2017 Feb 28.
Due to the fast pace and high complexity of managing patients in intensive and acute care units (ICUs), healthcare students often feel challenged and unprepared to practice in this environment. Simulations and standardised patients provide "hands-on" learning experiences that are realistic and help students to gain competence and confidence. This study examined the impact of an intensive case simulation laboratory using a patient simulator and standardised patients on students' perceptions of their confidence and preparedness to work in acute care settings. Second-year Masters of Occupational Therapy (MOT; n = 127) and Doctor of Physical Therapy (DPT; n = 105) students participated in a three-hour intensive care simulation laboratory comprised of four stations that were designed to simulate common ICU patient care scenarios. Data analysed were student pre- and post-simulation surveys and written comments, and clinical instructors' (CIs; n = 51) ratings on DPT students' preparedness and confidence within the first two weeks of their acute care internships obtained after the laboratory. There was a significant increase for DPT (p < 0.0001) and MOT (p < 0.10) students in median ratings of how prepared they felt to practice in acute care settings following the ICU simulation compared to before the laboratory. CIs rated the DPT students as either prepared or very prepared for and moderately confident or very confident in the acute care setting. The use of simulation training using standardised patients and patient simulators was beneficial in increasing student confidence and preparing OT and PT students to practice in the acute care setting. Health professional educators should consider using an interprofessional simulation experience to improve their students' confidence and preparedness to provide appropriate care in the acute setting.
由于重症监护病房（ICU）和急症护理病房中患者管理的节奏快且复杂性高，医学生常常感到在这种环境中实习面临挑战且准备不足。模拟和标准化病人提供了逼真的“实践”学习体验，有助于学生获得能力和信心。本研究考察了使用患者模拟器和标准化病人的重症病例模拟实验室对学生在急症护理环境中工作的信心和准备程度认知的影响。职业治疗硕士二年级学生（MOT；n = 127）和物理治疗博士二年级学生（DPT；n = 105）参加了一个为期三小时的重症监护模拟实验室，该实验室由四个站点组成，旨在模拟常见的ICU患者护理场景。分析的数据包括学生模拟前后的调查问卷和书面评论，以及临床教师（CIs；n = 51）对DPT学生在实验室之后的急症护理实习前两周内的准备程度和信心的评分。与实验室之前相比，DPT学生（p < 0.0001）和MOT学生（p < 0.10）在ICU模拟后对在急症护理环境中实习的准备程度中位数评分有显著提高。临床教师将DPT学生在急症护理环境中的准备程度评为有准备或非常有准备，信心评为中等或非常有信心。使用标准化病人和患者模拟器进行模拟培训有助于提高学生的信心，并使职业治疗和物理治疗专业的学生为在急症护理环境中实习做好准备。健康专业教育工作者应考虑采用跨专业模拟体验，以提高学生在急症环境中提供适当护理的信心和准备程度。
