Preregistration Students' Reactions to Simulation as an Education Approach Within an Operating Department Practitioner Curriculum-A Qualitative Review

Research output: Contribution to journalArticle

Abstract

Background: The Operating Department Practitioner (ODP) is a key member of the perioperative multidisciplinary health care team in the United Kingdom. To effectively prepare students for this challenging role, simulated learning and assessment is increasingly being built into the ODP curriculum. Owing to a paucity of evidence, a pilot study was undertaken to explore ODP students' experiences and emotional responses to simulation teaching and assessment strategies. Methods: A phenomenological qualitative approach using a semistructured focus-group interview, using a purposive sample (n = 5) of ODP students, was conducted and followed up by a questionnaire. Analysis was informed by Braun and Clarke's thematic approach. Results: Key findings identified included: emotional responses, learning styles, authenticity, and assessment preparation. Conclusion: ODP students responded positively to simulated learning strategies with emphasis to increase the frequency and their exposure to normalize simulated assessment. It is essential, however, to ensure simulation has clinical relevance and authenticity.

Original languageEnglish
Pages (from-to)147-151
Number of pages5
JournalClinical Simulation in Nursing
Volume12
Issue number5
DOIs
Publication statusPublished - 1 May 2016

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Curriculum
Curricula
Education
Students
curriculum
simulation
Learning
authenticity
education
Simulation
student
Learning Styles
Normalize
Patient Care Team
Learning Strategies
Focus Groups
learning strategy
Health care
Questionnaire
Healthcare

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title = "Preregistration Students' Reactions to Simulation as an Education Approach Within an Operating Department Practitioner Curriculum-A Qualitative Review",
abstract = "Background: The Operating Department Practitioner (ODP) is a key member of the perioperative multidisciplinary health care team in the United Kingdom. To effectively prepare students for this challenging role, simulated learning and assessment is increasingly being built into the ODP curriculum. Owing to a paucity of evidence, a pilot study was undertaken to explore ODP students' experiences and emotional responses to simulation teaching and assessment strategies. Methods: A phenomenological qualitative approach using a semistructured focus-group interview, using a purposive sample (n = 5) of ODP students, was conducted and followed up by a questionnaire. Analysis was informed by Braun and Clarke's thematic approach. Results: Key findings identified included: emotional responses, learning styles, authenticity, and assessment preparation. Conclusion: ODP students responded positively to simulated learning strategies with emphasis to increase the frequency and their exposure to normalize simulated assessment. It is essential, however, to ensure simulation has clinical relevance and authenticity.",
keywords = "Assessment, Emotion, ODP, Operating room nurse, Operating room practitioner, Simulation",
author = "Lynda Dunn and Moira Tyas and Joanne Garside",
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N2 - Background: The Operating Department Practitioner (ODP) is a key member of the perioperative multidisciplinary health care team in the United Kingdom. To effectively prepare students for this challenging role, simulated learning and assessment is increasingly being built into the ODP curriculum. Owing to a paucity of evidence, a pilot study was undertaken to explore ODP students' experiences and emotional responses to simulation teaching and assessment strategies. Methods: A phenomenological qualitative approach using a semistructured focus-group interview, using a purposive sample (n = 5) of ODP students, was conducted and followed up by a questionnaire. Analysis was informed by Braun and Clarke's thematic approach. Results: Key findings identified included: emotional responses, learning styles, authenticity, and assessment preparation. Conclusion: ODP students responded positively to simulated learning strategies with emphasis to increase the frequency and their exposure to normalize simulated assessment. It is essential, however, to ensure simulation has clinical relevance and authenticity.

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