"It's Still Exposure Just in a Slightly Different Way"-Understanding the Contribution of Simulation to Developing Physical Therapist Skills in Ireland: An Interpretive Description Study.
Claire M Mulhall, Walter Eppich, Katharine Schulmann and 3 others
PMID 40815831WHAT IT FOUND
Clinical educators see simulation as vital for preparing students for the sensory overload and feedback demands of placement.
They support counting simulation hours toward clinical requirements, provided the bulk of training remains in real-world settings.
Key findings
01Participants identified three ways simulation supports transition to practice: priming for clinical environments, enhancing feedback literacy, and tackling complexity.
02Most participants indicated that while simulation should count toward hours, the bulk of clinical training should remain in the physical clinical environment.
03Educators reported that simulation helps students process feedback and normalize discussing errors, addressing a paradox where academic success hinders clinical learning.
STILL TO COME
How it was doneWhat they foundWhat it means for PTs
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What it does not show
The sample was small (8 participants) and self-selected. All participants were female, limiting diversity perspectives. Data collection occurred during the COVID-19 pandemic, which likely influenced attitudes toward simulation. Findings relate to academic-based simulation and may not apply to in-situ clinical simulation. One invited site did not respond, so their perspective is missing.
Declared interests
The funder played no role in the design, conduct, or reporting of this study.
The easy way to misread this
Do not interpret this as evidence that simulation improves patient outcomes or clinical competence. The study reports educators' perceptions of educational value, not measured effects on student performance or patient care.