Evaluation of a simulation clinic for improving occupational therapy students’ perceptions of interaction with parents and infants

Abstract

Introduction

Occupational therapy education programmes need to graduate students who can confidently and safely deliver child and youth services. This study explores whether a simulation clinic could increase student perceived knowledge and confidence and decrease student anxiety to better prepare them for professional child and youth practice.

Method

This study used a pre–post quasi-experimental design. Second-year undergraduate and first-year graduate entry master's level occupational therapy students participated in the simulation clinic as a component of an occupational therapy child and youth course. Students completed pre- and post-simulation questionnaires to measure perceived knowledge, confidence, and anxiety related to infant and parent interactions.

Findings

A sample of 100 students reported significant improvements for perceived knowledge (all p < 0.001) and confidence (all p < 0.001) across all four skills targeted for development in this simulation: Communication, Information Gathering, Information Sharing, and Clinical Intervention Skills. Students reported a significant decrease in anxiety for parental (p < 0.001) and infant (p < 0.001) interaction, and felt the experience to have been highly valuable and realistic.

Conclusion

Findings indicate that simulation is a valuable tool for preparing occupational therapy students to work with infant and parent interaction. Further research investigating the effect of simulation on student competence is recommended.