Background: Physiotherapy skills such as suction and manual hyperinflation (MHI) are used to manage patients in intensive care. Performing these skills effectively and safely requires a level of expertise. It is unknown whether a once-off preclinical high-fidelity simulation activity incorporating these skills would translate to clinical practice inclusion.
Objectives: To determine students' perceptions of a simulation-based education (SBE) activity and clinical educators' opinions of students' implementation of skills into practice.
Method: Our study consisted of two parts: a retrospective record review of students' feedback with the Simulation Effectiveness Tool - Modified (SET-M) and the Simulation Laboratory Questionnaire. A nominal group technique (NGT) with clinical educators provided information on students' skills implementation. Descriptive data analysis was undertaken.
Results: Six SBE sessions, lasting 3 hours each, with 49 students (n = 8-9 students per session) were undertaken. Students perceived the teaching activity positively. Five (33.33%) of 15 clinical educators participated in the NGT. Participants had a mean age of 35.8 (± 8.9) years, were qualified for 13.9 (± 8.9) years and had been supervising students for 7.8 (± 6.7) years. The clinical educators' top five opinions regarding students' implementation of the intensive care unit (ICU) skills were: handling skills improved, students had greater confidence performing these skills, students were more observant of a patient's response to the skill being performed, students had better theoretical knowledge and students had more accurate recall for precautions.
Conclusion: Clinical educators reported a change in students' clinical practice with regard to skills implementation.
Clinical implications: A once-off preclinical SBE activity influences students' ICU practice.
Keywords: cardiopulmonary; clinical practice; high-fidelity; intensive care; physiotherapy; simulation-based education (SBE).
© 2022. The Authors.