A Sustainable Clinical Simulation Framework For Pre-Specialisation Clinical Technology Training In South Africa

Abstract

Introduction: As part of the healthcare fraternity, clinical technology has been lacking in using clinical simulation as part of the training of clinical technology students. However, as healthcare professionals, clinical technology students often face similar problems as other healthcare students when dealing with real patients for the first time or entering the healthcare environment. Simulation has proved its worth to prepare and train various healthcare students in the necessary technical and non-technical skills in a safe and controlled environment. Therefore, the purpose of this study was to investigate the development of a sustainable clinical simulation framework for pre-specialisation clinical technology students in South Africa. Methods: An in-depth study based on the grounded theory approach was done using three known qualitative methods: a detailed literature review and data collected from focus group discussions and nominal group interviews. Due to the COVID-19 pandemic outbreak, both the focus groups discussions and nominal group interviews were conducted via an online meeting platform. Two focus groups discussions were conducted with work-integrated learning (WIL) supervisors responsible for the supervision and training of clinical technology students busy with WIL. Three online nominal group interviews were held with the personnel of tertiary institutions in South Africa responsible for offering the clinical technology qualification. The tertiary institutions included Central University of Technology (CUT), Durban University of Technology (DUT) and Tshwane University of Technology (TUT). Data and transcripts from the focus group discussions were analysed through a triple coding process, whereas nominal group interviews’ data were analysed via known qualitative techniques. Results: Two focus groups were conducted with various themes identified from the four focus group areas. The central theme from focus group area one was “The importance of clinical simulation”. Focus group area two, “The preparation of the pre-specialisation clinical technology students.”, identified five major themes. Focus group area 3 viewed the role simulation may play in the training and assessment of clinical technology students. One major theme surfaced from this focus group area, namely “The expectations of a clinical simulation programme”. Focus group area 4, “Important issues regarding practical and skills training”, resulted in four major themes. In addition to the two focus group discussions, three nominal groups meetings were conducted with fifteen themes identified regarding the role simulation may play in the training and assessment of pre-specialisation clinical technology students. Ten themes related to the important graduate attributes the nominal group participants ranked essential, clinical technology students should be trained in, were identified from the collected data. Conclusion: The researcher was able to construct a clinical simulation framework that could be implemented into the current pre-specialisation clinical technology students’ curriculum from the results. A clinical simulation framework and program will ensure that these students are adequately prepared on both a theoretical and practical level with the ability to apply the acquired knowledge in a real-life healthcare environment. The resultant effect will be a better prepared and knowledgeable student entering the WIL environment with confidence.