Professional Experience Placement

An article in the ANC Collegian this month provides an account of the progress regarding the development of the advisory group in clinical simulation in Australia and New Zealand.The authors discuss the development of simulation modalities within Australia and the discourse associated with terminology and level of technology. The authors mention the value attributed to different methodologies when using fidelity to refer to the use of manikins and technology or authenticity of the experience. There are plans to clarify and define these terms during the next 12 months.

In the learning and teaching setting the advantage of being able to stop, revise or reflect during or after an activity is an opportunity that may not be appropriate in the experiential environment. It is this andragogical opportunity that the authors seek to further explore and research to provide evidence of its merit.

Health Workforce Australia has injected significant funds towards simulation to assist with increasing quality and capacity of the health care workforce. It is important to undertake research to gather evidence of the usefulness of simulation strategies as learning and teaching tools that may be able to replace some aspects of experiential  placements. It will be valuable to gain further evidence into the value of clinical simulation in its various modes as this will also provide guidance about the value of work integrated learning and the role and function of clinical supervision.  It will also provide direction about defining and refining the focus of the methods. Clinical simulation generally focuses on individual patient or client care, whereas work integrated learning also provides the opportunity to focus on the less tangible but important systems aspects of teamwork, time management, integrated and holistic care.

Do you have an opinion about whether clinical simulation can replace aspects of the  experiential practicum? You can leave a comment here.