Partial Substitution of Simulation-Based Learning Allows Equal Student Self-confidence in the Acute Care Setting

Abstract

Purpose: This study examines whether 20% substitution of a simulation-based learning experience (SBLE) during a physical therapist (PT) education integrated clinical experience (ICE) produces differences in student confidence in the acute care setting. Methods: Twenty-one students were randomized into 2 groups. The control group received the traditional 5 days of ICE. The experimental group received 4 days of ICE and 1 day of SBLE focused on the acute care setting. Students were administered the Acute Care Confidence Survey (ACCS) at the beginning, midterm, and conclusion of the semester. Statistical methods were used to examine within- and between-group differences in the ACCS. Results: Eleven of 15 items on the ACCS did not demonstrate any significant difference in change of scores between groups at midterm. Four items related to psychomotor-based skills showed a significant difference, with the group receiving simulation showing greater improvements in confidence scores at midterm. Acute care confidence improved significantly in both groups over time; however, no significant difference between groups was observed in self-reported confidence levels by the end of the semester. Conclusion: Health care simulation has the potential to increase the self-confidence of students in the acute care setting and should be further examined to see whether SBLE could potentially supplement or substitute ICE days in PT education.