Evaluating the Impact of Dedicated Simulation Days on the Confidence of First-Year Diagnostic Radiography Students

Introduction From the use of phantoms to positioning software, simulation-based education (SBE) has become an integral part of radiography education. Evidence suggests that simulation is not only preferred by students but can substantially increase their clinical confidence1. This study aims to explore student’s confidence levels after undertaking a range of simulation-based activities. Methods First year diagnostic radiography students attended three dedicated simulation days prior to their first clinical placement block. The students were asked to complete a survey before and after their simulation days. This contained both qualitative and quantitative questions aimed at understanding the student's confidence level regarding clinical practice. Results A 13% response rate was obtained for the initial questionnaire. Clinical concerns included lack of experience, understanding radiation dose, and image evaluation. The second questionnaire showed increased confidence when communicating with patients, using the equipment and understanding how to apply radiation protection principles. An area that remained a concern was the positioning technique for some more complex examinations. Conclusion Results indicate an increase in reported confidence, with students able to give examples of specific areas where simulation had a significant impact, and where they perceived their abilities to be much improved. There were some lingering concerns regarding radiographic positioning of certain body parts, which could be due to the time limitations of the simulation sessions. Overall, the simulation days successfully increased student confidence prior to their first weeks of clinical placement. Implications for practice. The inclusion of dedicated simulation time should be considered for all undergraduate diagnostic radiography programs to improve student confidence levels and increase their ability to link theory to practice.