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High-fidelity simulation improves confidence in monitoring and evaluation and reduces stress levels of pre-placement dietetic students
Conference poster   Peer reviewed

High-fidelity simulation improves confidence in monitoring and evaluation and reduces stress levels of pre-placement dietetic students

Hattie H Wright, Tania Wiesmayr-Freeman and Judi Cameron
Nutrition & dietetics, Vol.76(Supplement 1), p.133
Dietitians Association of Australia 36th National Conference: More Than Meets the Eye (Gold Coast, Australia, 12-Aug-2019–14-Aug-2019)
Wiley-Blackwell Publishing Asia
2019
DOI: https://doi.org/10.1111/1747-0080.12571
url
https://doi.org/10.1111/1747-0080.12571View
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Abstract

Food Sciences Nutrition and Dietetics Public Health and Health Services
Dietetic students need to be optimally prepared for clinical placement which are becoming more challenging learning environments. Anxiety and low self-confidence of students on placement may be detrimental to learning. This study aimed to examine the effect of a high-fidelity simulation on confidence in monitoring and evaluation of pre-placement dietetic students. Students enrolled into a medical nutrition therapy course before clinical placement were eligible for inclusion (n = 48). A pre-post intervention study measured dietetic students confidence in monitoring and evaluation using a validated 10-point Likert scale appraisal inventory before (n = 37) and after (n = 33) two standardised acute care simulations and debriefing sessions. Open-ended questions provided insight into students experience of the simulation and a validated self-efficacy scale measured students level of self-efficacy after the simulation. Overall confidence in monitoring and evaluation increased after the simulation [74 (62;83) vs 89 (81;98.5), P = 0.00]. Students displayed moderate to high levels of self-efficacy (67 [58; 73]). Self-efficacy was positively associated with age (r = 0.35, P < 0.05) but not with pre-simulation confidence in monitoring and evaluation. The main themes emerging from open-ended questions were the simulation improved confidence through familiarisation to the clinical setting, opportunity to reflect on performance, immediate formative feedback and providing a safe environment to practice skills. Students further reported the learning experience left them feeling less stressed for future practice. The findings support the invaluable role of a high-fidelity simulation in the preparation of dietetic students for clinical placement.

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