Using simulated placements to promote inclusive practices: a higher education institution faculty’s experience of delivery

Aubrey, Claire ORCID: https://orcid.org/0000-0003-4922-0912 , Morris, Karen ORCID: https://orcid.org/0000-0001-9272-4994 and Drude, Finn (2022) Using simulated placements to promote inclusive practices: a higher education institution faculty’s experience of delivery. In: NET 2022 Conference (Networking for Education in Healthcare), 6-7 September 2022, Lancaster University, UK. (Unpublished)

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Abstract

Promotional abstract: This presentation will give some insight into the experiences of the Simulation Team at the University of Cumbria in their facilitation of simulated placements and design of online placements which support these pressures. This discussion will draw early conclusions and offer some recommendations for those areas hoping to develop this style of placement in order to widen participation and promote an inclusive environment through simulated activity.

Key concepts to be addressed, including, where possible, the international relevance: There is emerging evidence to support the fact that simulation can not only provide practice hours for Health students, but that it is comparable in terms of learning outcomes, when competently designed (Chu et al., 2019; Imms et al., 2018). This has far-reaching implications, meaning that pressure for placement capacity may be reduced and students can access practice experiences which remain high quality, rather than placements with limited opportunities solely chosen for their availability (Parker, 2018; Taylor, 2021). The additional benefit of simulated placements takes the form of inclusive practice. Where students are either unable to access a physical placement or have other reasons for not being able to attend, simulation offers a solution.

Aim(s)/focus: This presentation will give some insight into the experiences of the Simulation Team at the University of Cumbria in their facilitation of simulated placements and design of online placements which support these pressures. This discussion will draw early conclusions and offer some recommendations for those areas hoping to develop this style of placement in order to widen participation and promote an inclusive environment through simulated activity.

Evidence base and literature informing the arguments: There is emerging evidence to support the fact that simulation can not only provide practice hours for Health students, but that it is comparable in terms of learning outcomes, when competently designed (Chu et al., 2019; Imms et al., 2018). This has far-reaching implications meaning that pressure for placement capacity may be reduced and students can access practice experiences which remain high quality, rather than placements with limited opportunities solely chosen for their availability (Parker, 2018; Taylor, 2021). Even accommodating students with increased personal responsibilities, such as caring for children or elderly relatives could be contemplated, reducing financial and logistical pressures, and in turn supporting mental health (Ketterer, 2020).

Issues for debate: This presentation will make some suggestions around using simulated practice to provide an environment of inclusivity for students in higher education institutes so that widening participation may occur.

Three key points to indicate how your work contributes to knowledge development within the selected theme:
1. This presentation will open up the scope of simulation to promote an inclusive practice.
2. It will demonstrate how inclusivity can be integrated seamlessly into the curriculum through simulation.
3. It will open the door for discussion around innovative ways to widen participation on vocational health courses.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Health > Medical Sciences
Depositing User:	Anna Lupton
Date Deposited:	14 Sep 2022 12:31
Last Modified:	13 Jan 2024 13:47
URI:	https://insight.cumbria.ac.uk/id/eprint/6585

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