Sequential Simulations During Introductory Part-Time Fieldwork: Design, Implementation, and Student Satisfaction

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K. R. Sibbald, MScOT, OT Reg(NS), Instructor

D.E. MacKenzie, PhD, OT Reg (NS), Associate Professor

Abstract

Background: Simulation is used in various ways in occupational therapy education and is recognized as a replacement for some conventional fieldwork hours. However, design and student satisfaction has had limited exploration.

Method: Sequential best practice simulations were designed for Level 1 fieldwork objectives in mental and musculoskeletal practice. The Satisfaction with Simulation Education scale (SSES) and qualitative feedback were used to assess student satisfaction. An exploratory factor analysis was used to validate the SSES in occupational therapy, and a three-factor repeated measures ANOVA was used to determine factors contributing to satisfaction across simulations.

Results: A three-factor model of clinical reasoning and ability, facilitator feedback, and reflection was derived. The qualitative data identified authenticity and relevance to clinical practice as two domains not captured by the SSES items. Repeated measures ANOVA revealed a significant interaction of case by SSES factor with mental health clinical reasoning and ability mean scores lower than musculoskeletal means.

Conclusion: Occupational therapy students reported high levels of satisfaction for design used to prepare for full-time fieldwork experiences. The SSES captured most contributors to satisfaction, but potential items to enhance the SSES validity in occupational therapy include those related to authenticity and relevance to practice.

Comments

The authors declare that they have no competing financial, professional, or personal interest that might have influenced the performance or presentation of the work described in this manuscript.

Recommended Citation

Sibbald, K. R., & MacKenzie, D. E. (2023). Sequential Simulations During Introductory Part-Time Fieldwork: Design, Implementation, and Student Satisfaction. The Open Journal of Occupational Therapy, 11(3), 1-12. https://doi.org/10.15453/2168-6408.2105