Document Type

Journal Article

Publication Title

International Journal of Speech-Language Pathology

Volume

26

Issue

3

First Page

380

Last Page

389

PubMed ID

38873910

Publisher

Taylor & Francis

School

School of Medical and Health Sciences

RAS ID

71461

Comments

Petrich, T., Mills, B., Lewis, A., Hansen, S., Brogan, E., & Ciccone, N. (2024). Utilisation of simulation-based learning to decrease student anxiety and increase readiness for clinical placements for speech-language pathology students. International Journal of Speech-Language Pathology, 26(3), 380-389. https://doi.org/10.1080/17549507.2024.2355916

Abstract

Purpose: To investigate the use of two versions of a simulation-based learning experience (SBLE) to decrease speech-language pathology (SLP) students’ anxiety and increase their confidence and sense of preparedness for clinical placements. Method: Two cohorts of third-year SLP students (n = 33) participated in a mixed-methods study with each cohort completing one version of the SBLE. Participants completed pre- and post-program quantitative ratings of anxiety, confidence, and preparedness for clinical placements and participated in focus groups. Three clinical educators also provided qualitative data in debriefs and interviews. Result: Significant decreases in student ratings of anxiety, and increases in confidence and sense of preparedness, were found for participants from both versions of the SBLE. No significant differences were found between changes in each measure between the two groups. Qualitative data from the student focus groups and clinical educator interviews described affective changes in the students, which concurred with the quantitative results. Conclusion: Results suggest this SBLE can be used to improve SLP students’ self-perceptions of readiness for clinical placements. Comparable outcomes can be achieved for students using the shorter, less resource intensive version of the SBLE program, with reduced costs, to overcome barriers to its implementation.

DOI

10.1080/17549507.2024.2355916

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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