Perceived Benefits of a Standardized Patient Simulation in Pre-Placement Dietetic Students

• Main Authors: Hattie H. Wright (Author), Judi Cameron (Author), Tania Wiesmayr-Freeman (Author), Libby Swanepoel (Author)
• Format: Book
• Published: MDPI AG, 2020-07-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.3390/educsci10070186; 2227-7102
• Keywords: simulation-based learning; dietetic education; simulated patient; confidence; nutrition care; Education; L
• Source: Education Sciences, Vol 10, Iss 7, p 186 (2020)

The purpose of this study was to evaluate the effect of a simulation-based learning (SBL) experience on perceived confidence in monitoring and evaluation, as part of the delivery of nutrition care of pre-placement dietetic students, and to describe their perceived value of the learning experience post-placement. A mixed method explanatory sequential study design was used. A confidence appraisal scale was developed and completed by students before (n = 37) and after (n = 33) a low fidelity simulation using a volunteer patient in an acute care setting. Two semi-structured focus group discussions with post-placement students (n = 17) were thematically analysed, grounded in phenomenology. Overall perceived confidence in monitoring and evaluating, as part of nutrition care, improved after the simulation [pre-SBL: 74 (62-83) vs. post-SBL: 89 (81-98.5), p = 0.00]. Two factors emerged to modulate confidence, namely (i) structure and (ii) authentic learning. Structure in turn was modulated by two key factors; safety and process. A low fidelity simulation using a standardised patient can improve students' perceived confidence in monitoring and evaluation, and a well-structured authentic learning experience was valued and positively perceived by most dietetic students.