Joanne M. Baird, Ketki D. Raina, Joan C. Rogers, John O’Donnell, Lauren Terhorst, Margo B. Holm; Simulation Strategies to Teach Patient Transfers: Self-Efficacy by Strategy. Am J Occup Ther 2015;69(Supplement_2):6912185030. https://doi.org/10.5014/ajot.2015.018705
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© 2020 American Occupational Therapy Association
OBJECTIVE. We evaluated the effects of transfer training—after training in the classroom and in the high-technology simulation laboratory (WISER Center)—on students’ perceptions of their self-efficacy for knowledge, skill, and safety in executing dependent transfers.
METHOD. After classroom training, occupational therapy students were randomized to three teaching groups on the basis of the amount of participation and observation opportunities provided at the WISER Center—observation dominant, participation dominant, and participation only.
RESULTS. The participation-dominant group reported an increase in knowledge self-efficacy over time compared with the observation-dominant and participation-only groups. Over time, self-efficacy ratings increased for all students, regardless of group.
CONCLUSION. Simulation scenarios implemented at the WISER Center provided a useful adjunct to classroom training in transfer skills. Both participatory and observational experiences contributed to the development of students’ perceptions of their ability to manage acutely ill and medically complex patients.
Simulation that includes a fully equipped patient room, a full-size simulator (SimMan), and case scenarios provides a realistic environment for transfer training that facilitates practicing clinical skills while simultaneously being risk free for patients.
Simulation can be an expensive addition to a curriculum in both time and money. Data from our pilot study suggest that students benefit from active observation as well as participation. Thus, exposing students to simulation in groups can limit costs without loss of the learning advantages of simulation.
Self-efficacy ratings are a viable method for assessing a student’s confidence in managing clinical situations that involve the integrated use of physical (hands-on) and mental (decision-making) skills under real-life stress.
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