“Same But Different”: The Role and Perceptions of the Simulation Clinical Educator

Authors

Bronwyn Davidson, The University of Melbourne, AustraliaFollow
Simone Howells, Griffith University, AustraliaFollow
Rachel Davenport, La Trobe University, AustraliaFollow
Sue McAllister, The University of SydneyFollow
Emma Caird, The University of Queensland, AustraliaFollow
Danielle Aldridge, The University of Queensland, AustraliaFollow
Adriana Penman, The University of Queensland, AustraliaFollow
Sally Hewat, University of NewcastleFollow
Joanne Walters, The University fo Newcastle, AustraliaFollow
Elizabeth Cardell, Griffith University, AustraliaFollow
Patricia McCabe, The University of Sydney, AustraliaFollow
Alison Purcell, The University of Sydney, AustraliaFollow
Elizabeth WardFollow
Stacey Baldac, Speech Pathology Australia, AustraliaFollow
Anne E. Hill, The University of Queensland, AustraliaFollow

Abstract

Simulated learning programs are an important component of allied health education. Although the role of simulation clinical educators has been highlighted as critical for student learning within simulation, their perceptions of their role have not yet been investigated. This study aimed to explore the experiences of simulation clinical educators. Participants were ten simulation clinical educators who had supported speech-language pathology students’ learning during a 5-day simulation program focussed on speech-language pathology practice with adult clients in acute hospital and rehabilitation settings. Educators participated in individual semi-structured interviews exploring their role and their perceptions of the simulation-based learning program. Data were analysed using inductive thematic analysis. Three inter-related themes emerged from participants’ views. The major theme of Unique teaching and learning environment incorporated five subthemes: focus on teaching; safe learning environment; authenticity and engagement; structure and intensity of learning, and; feedback opportunities. Two additional themes were identified: Clinical educator role same but different, and Simulation bridges the gap between theory and practice. This study offers new insights into simulation clinical educators’ perceptions of their role when supporting students within simulation and highlight the importance of harnessing the unique benefits of simulation as a teaching pedagogy to maximize its impacts on student learning and justify its costs.

Recommended Citation

Davidson, B., Howells, S., Davenport, R., McAllister, S., Caird, E., Aldridge, D., Penman, A., Hewat, S., Walters, J., Cardell, E., McCabe, P., Purcell, A., Ward, E., Baldac, S., & Hill, A. E. (2023). “Same But Different”: The Role and Perceptions of the Simulation Clinical Educator. Teaching and Learning in Communication Sciences & Disorders, 7(2). DOI: https://doi.org/10.30707/TLCSD7.2.1690393489.657912