The effects of introducing high-fidelity simulation to preclinical student respiratory therapists

INTRODUCTION: This action research study examines the use of high-fidelity simulation (HFS) in a 3-year Respiratory Therapy advanced diploma program offered at a community college located in southwestern Ontario. It seeks to identify if the use of preclinical experiential learning offered through various HFS scenarios had an impact on learners’ ability to transition into clinical practicum. The experiential learning theory provided the framework that guided this study as it sought to determine the effect, if any, of HFS on confidence and student anxiety. METHODS: A mixed-method research approach to data collection was used to assess both qualitative and quantitative data. A presimulation, Likert-type questionnaire was completed by 20 participants and utilized to identify learning styles and anxiety with experiential learning activities. The qualitative component of the study involved a focus group exploring four participant’s impressions of how HFS affected their ability, anxiety, and competence in preparation for their clinical rotation. Finally, following the focus of action research, the researcher’s observations and journaling were used as a method to improve the future delivery and practice of simulation at the researcher’s institution. RESULTS: The results of this research project suggest that learners have an increased level of confidence following simulation participation, but that their anxiety levels have not changed when thinking about transitioning into clinical practicum. CONCLUSION: Ongoing research focusing on how this model affects student respiratory therapists’ abilities and performance in clinical practicum is needed.