Educating radiography students via simulation-based learning in preparation for clinical placement work integrated...

The objectives of this scoping review are to question, which simulation activity do students' believe best prepares them for their clinical rotations in general (projection) radiography? Virtual reality (VR) or traditional (high and low fidelity) simulation?, and what are the knowledge gaps in this area?

The search protocol was created and conducted according to the Population, Concept, Context (PCC) framework for scoping reviews across PubMed, CINAHL, ERIC, and Scopus databases. Undergraduate radiography students were the population of interest, the concept was simulation-based learning, and the context was preparedness for clinical placement.

A total of 18 studies were included in this scoping review. The benefits of simulation as an instructional method that were identified included students being able to learn, make mistakes, and practise in a safe environment. Several additional themes emerged including confidence with both clinical and technical skills, preparedness for practice, theoretical understanding, visual learning, skill repetition, and reinforcement.

Simulation-based learning was shown to have a profound impact on the preparedness of undergraduate radiography students for clinical placement. Placements provide students with the opportunity to apply theoretical concepts to practice-based tasks and enable authentic learning situations to ensure graduates are work-ready at the conclusion of their studies.

Synthesis and evaluation of published literature indicates simulation-based learning enables educators to implement best practice to prepare students for the clinical environment. This translates into students reporting being more confident with knowledge recall, performing under pressure, a reduction in student errors, and ultimately higher quality patient care and improved patient outcomes.