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Simulation Use in Entry-Into-Practice Respiratory Care Programs
Samantha P Davis1, Camille F Stover2, Janet K Willhaus3
1Henry Ford Health System International, Detroit, Michigan. sdavis55@hfhs.org.
Respiratory Care
|February 16, 2022
Summary
Simulation is widely used in respiratory care education, with most programs incorporating it. However, faculty training in simulation methods remains limited, highlighting a need for professional development in this growing educational approach.
Area of Science:
- Health Professions Education
- Respiratory Care Training
- Simulation-Based Learning
Background:
- Simulation-based methods are increasingly adopted in health professions education.
- The extent of simulation use in respiratory care programs was previously unexplored.
Purpose of the Study:
- To investigate the prevalence and characteristics of simulation use in Commission on Accreditation for Respiratory Care (CoARC)-accredited programs.
- To identify current practices and faculty perspectives on simulation in respiratory therapy education.
Main Methods:
- A survey was distributed to all 412 CoARC-accredited entry-into-practice respiratory care programs.
- Data collection focused on the utilization of simulation as an educational tool, including modalities, duration, and faculty training.
Main Results:
- A 30% response rate (124 programs) was achieved.
- Over 75% of programs utilize simulation, with higher adoption in master's (100%) and associate (87%) degree programs.
- Most programs agree simulation hours cannot replace clinical time, yet most have mandatory simulation activities and desire increased simulation use; faculty training is limited.
Conclusions:
- Simulation is prevalent and diverse in respiratory care education.
- A significant gap exists in faculty development and training for simulation-based instruction in these programs.
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