Abstract
Simulation- based learning (SBL) has been used in radiography education for many years. SBL refers to a technique which enables the clinical educator to provide a real-world experience that is “immersive”, so the student feels that they are in an authentic setting. SBL is seen as a pedagogical approach to teaching which has gained momentum in the last decade. SBL then enables students to apply theory in a realistic, authentic, and safe environment so that they can practise in a meaningful situation to prepare for clinical practice.
When considering SBL it has been shown that context is important to achieve an authentic and real- world experience for students. Radiography students have a need to provide quality imaging, and patient- centered care within the healthcare environment during clinical placement. Clinical placement has its own challenges including staff shortages, lack of facilities for clinical placement, maintenance of equipment and consistency of examinations.
The purpose of the model is to provide the clinical educator with a frame of reference to facilitate clinical readiness of diagnostic radiography students through simulation- based learning (SBL) for clinical practice. Clinical readiness requires the student to have been given opportunities to learn from their mistakes and repeat examinations to achieve confidence in their ability to enter clinical practice and perform procedures competently. SBL could be the answer if correctly facilitated for identified learning outcomes.
The researcher undertook a theory generating, qualitative, exploratory, contextual, descriptive study. There were five phases to the study. Phase one was a metasynthesis of the radiography literature was conducted as there was a lack of knowledge regarding SBL and radiography. This was followed by phase two the conceptual analysis and the central concept was identified. From this phase three the interrelationship statements were developed, and these led to a conceptual map, which informed the model. Phase four the model was developed and evaluated. Finally, there was the implementation and operationalisation of the model.
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Trustworthiness was achieved through credibility, conformability, transferability, and dependability. Ethical considerations were considered in the form of autonomy, beneficence, non- maleficence, and justice.
The model has been developed as a frame of reference to enable the clinical educator to facilitate clinical readiness through SBL in radiography.