Benefits of Simulation-Based Training and Person-Centered Care for Future Speech Language Pathologists

This study examined 23 graduate students’ perceptions and application of a dementia simulation on their likely use of person-centered care in future clinical practice. Students watched a video of a person with dementia, wrote a short-term goal, engaged in a simulation, wrote or revised the short-term goal, and wrote a reflective essay. For the simulation, students wore gloves on both hands and taped two fingers together to simulate fine motor deficits and arthritis. Next, participants wore goggles that represent macular degeneration, glaucoma, and loss of vision. The participants wore personal earbuds emitting white noise. The white noise simulated reduced hearing and concentration. Participants placed beans in their shoes to simulate impaired balance. Once the participants were equipped with all simulation materials, they received verbal and written instructions to complete 6 basic activities of daily living (walking, pouring a cup of water, reading, writing). Short-term goals were assessed based on inclusion of relevancy to SLP and life participation. Findings revealed no change in life participation components between pre and post goals. Thematic analysis of reflective essays revealed an increased understanding of dementia and an intent to provide holistic, interprofessional care. Future research may involve the transfer of simulation-based learning to clinical practice in the implementation of person-centered care.

Analysis of reflective essays revealed 4 themes (initial perceptions of dementia, simulation experience-overwhelmed, Increased Understanding and Awareness – Eye Opening Experience, Application of Simulation – Holistic Treatment). Each theme related to a component of person-centered care (Brooker, 2004). With these findings, it is clear that simulation may be a pedagogical technique to enhance students’ perceptions of PCC for persons with dementia.