Translating Confidence From the Simulation Laboratory to Student Doctor of Physical Therapy Inpatient Practice

Vollständiger Abstract

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ABSTRACT Introduction: Patient care in inpatient settings is challenging for health care students and requires adaptive behavioral, cognitive, and technical skills that can be enhanced with simulation-based education (SBE). This study investigates how repeated SBE experiences created in line with the Academy of Acute Care Physical Therapy Core Competencies for Entry-Level Practice in Acute Care Physical Therapy (AACPT-CCACPT) during Doctor of Physical Therapy (DPT) coursework affect self-confidence with patient management. We hypothesized that student self-confidence in skill and readiness to practice would improve from the introduction of SBE to the end of a terminal clinical experience (CE-T). Methods: A convenience sample of DPT students in 2 cohorts (Class of 2024: n = 84; 2025: n = 83) was recruited during courses with progressively complex SBE to complete a confidence self-assessment survey 3 times. Using SPSS Statistics 29, a paired t -test was used to determine if a statistically significant increase in self-confidence for Class '25 occurred between pre and post SBE periods, and a one-way RM ANOVA for Class '24 and '25 within pre, post, and CE-T time points. Results: Paired t -test results for ('25) indicated a statistically significant mean increase in self-confidence at post-test compared with pretest when comparing pre and post SBE periods scores ( P < .001). One-way RM ANOVA results for '24 between pre, post, and CE-T ( P < .001) and Class '25 between pre, post, and CE-T ( P < .004) indicated a statistically significant mean increase in self-confidence and perception of readiness to practice. Conclusions: DPT students reported increased self-confidence after SBE and after CE-T. Progressively complex SBE may improve DPT student preparedness for inpatient practice.