Integrating Simulations Into Communication Sciences and Disorders Clinical Curriculum: Impact of Student Perceptions.

Purpose The purpose of this mixed methods study was to examine student perceptions of computer-based simulation and to identify components of the simulation experience that were valued by the students. The aim of this study was to inform the development of effective approaches to integrating simulation into the speech-language pathology graduate curriculum. Method Participants were 1st-year graduate students in a residential, speech-language pathology master's program ( N = 29). A convergent-parallel mixed methods study situated in the pragmatic paradigm was conducted. Students completed a quantitative survey regarding educational practices and participated in focus groups regarding their experiences in a semester-long, simulated diagnostic clinical placement. These quantitative data and qualitative inquiry were analyzed and interpreted to explore the perceptions and attitudes of participants. Results In response to the research questions, integration of the qualitative and quantitative data resulted in 4 primary themes related to the perceived strengths and weaknesses of computer-based simulation diagnostic evaluations. These themes were (a) Communication, (b) Skill Practice, (c) Technology, and (d) Independent Learning. Through analysis, these themes connected to represent a spectrum of strengths and weaknesses of computer-based simulation diagnostic evaluations. Conclusions The results of this study have allowed researchers to establish a framework for understanding the learning process associated with computer-based simulation from the perspective of the graduate student. This framework is useful in integrating simulations into the communication sciences and disorders curriculum in a manner that is systematic and in agreement with best practices in the nursing and medical literature.