Simulated learning environments allow students to develop technical and clinical decision-making skills in a safe and realistic setting. The aim of this study was to evaluate speech-language pathology students’ perception of hospital readiness following a one-day simulation-based training day on swallowing management. Nineteen students attended the training day. Training included part-task skill learning and immersive simulated scenarios. Students were asked to complete course evaluation forms and participated in focus groups immediately after the day. Seven students participated in a further focus group after a five-week hospital placement within a month of the training day. Four students participated in a focus group after a five-week hospital placement three months after the training day. The training day was positively accepted by all students. Analyses revealed three global themes: (1) preparation for hospital environment, (2) speech-language pathology skills, and (3) impact of simulated learning environments. Students directly attributed increased confidence in working in the hospital environment and increased clinical competency to the training day. These themes continued up to three months post training. Simulated learning environments may have long lasting benefits in developing hospital readiness in speech-language pathology students.

Author Bio(s)

  • Anna Miles, PhD, is a full-time faculty member in Speech Science, Psychology at the University of Auckland. Dr. Miles is a researcher, lecturer, and clinician in the area of swallowing and swallowing disorders. She is also the New Zealand Speech-language Therapists’ Association Clinical Expert in Adult Dysphagia.
  • Selena Donaldson, MSc, is a Professional Teaching Fellow at the University of Auckland, and Associate Director of Allied Health at Counties Manukau Health. She is also an Expert Advisor to New Zealand Speech Language Therapy Association (NZSTA) for acquired brain injury.
  • Philippa Friary, BSc (Hons), is the Clinical Director of the Speech Sciences programme at The University of Auckland, New Zealand. Philippa has a keen interest in interprofessional education and exploring innovative ways to enhance interprofessional collaboration. Philippa is also the President of the New Zealand Speech-language Therapists’ Association.


Thank you to the staff at The University of Auckland Simulation Centre for Patient Safety, Tamaki Campus for their expertise: Jane Torrie, Abbey Gundesen and Brenda Knowles. The authors would like to specifically acknowledge the support of Jane Torrie in both training day planning and manuscript preparation. Thank you to Bianca Gordon, Emma Necus and Malcolm Borrie for their contribution to the planning and facilitation of the training day.




Submission Location


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