Pre-Registration Students Reactions To Simulation As An Education Approach Within An Operating Department Practitioner Curriculum – A Qualitative Review

Dunn, Lynda, Tyas, Moira and Garside, Joanne (2016) Pre-Registration Students Reactions To Simulation As An Education Approach Within An Operating Department Practitioner Curriculum – A Qualitative Review. Clinical Simulation in Nursing, 12 (5). pp. 147-151. ISSN 1876-1399

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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.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > R Medicine (General) R Medicine > RD Surgery
Schools:	School of Human and Health Sciences
Related URLs:	Author Author Author
Depositing User:	Graham Stone
Date Deposited:	13 Jan 2016 15:15
Last Modified:	28 Aug 2021 17:29
URI:	https://eprints.hud.ac.uk/id/eprint/26899

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