Simulation-based education at level 4: The role of multidisciplinary team input in the design and facilitation of a...

Simulation based education (SBE) and creatively designed placements are becoming increasingly well established in radiography pedagogy and allow a more efficient use of clinical resources in the training of new radiographers to meet workforce demands. Student radiographers have expressed concern about striking a balance between providing patient centered care and developing their radiographic competency. A co-designed simulated placement was developed with a focus on these two aspects of radiography education aiming to increase the competence and confidence of level 4 students while incorporating patient centred care (PCC) into their practice.

A multidisciplinary approach was used to develop a nine-day simulation where activities were scaffolded to help student radiographers to learn, develop and revisit critical skills. The students completed a reflective journal during this placement, the contents of which were thematically analysed.

Students reported a statistically significant improvement in perceived confidence levels related to both radiographic and broad-based skills after simulation sessions. Several additional themes emerged from the reflective data related to communication skills, preparation for practice, perceptions of simulation and an empowered identity as a student radiographer. The students' reflective diaries also explored students' perceptions of their roles in the promotion patient centred care and they reported that the addition of realistic stressors inspired by the clinical environment, allowed them to practice dealing with these situations in a safe space.

SBE effects students' perceptions of their competence and confidence in the clinical environment. By providing a safe space, SBE empowers students to respond to some stressors that might be encountered in clinical practice. A carefully scaffolded, multidisciplinary approach to simulated placement is good for confidence and competence building.

The multi-professional dynamic partnership enabled effective collaboration to deliver a positively evaluated simulation package. Students were motivated to deliver enhanced PCC and had a strong desire to drive change, to guarantee patient safety and high-quality care.