Simulation Strategies to Teach Patient Transfers: Self-Efficacy by Strategy Joanne M. Baird, Ketki D. Raina, Joan C. Rogers, John O’Donnell, Lauren Terhorst, Margo B. Holm MeSH TERMS  clinical competence  moving and lifting patients  patient simulation  self efficacy  self-evaluation program  students, health occupations Joanne M. Baird, PhD, OTR/L, is Assistant Professor, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA. Ketki D. Raina, PhD, OTR/L, is Associate Professor, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA. Joan C. Rogers, PhD, OTR/L, FAOTA, is Professor Emeritus, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA. John O’Donnell, DrPH, MSN, CRNA, is Professor, Department of Nurse Anesthesia, University of Pittsburgh, Pittsburgh, PA. Lauren Terhorst, PhD, is Associate Professor, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA. Margo B. Holm, PhD, OTR/L, FAOTA, ABDA, is Professor Emerita, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA; mbholm@pitt. edu OBJECTIVE. We evaluated the effects of transfer training—after training in the classroom and in the high- technology simulation laboratory (WISER Center)—on students’ perceptions of their self-efficacy for knowledge, skill, and safety in executing dependent transfers. METHOD. After classroom training, occupational therapy students were randomized to three teaching groups on the basis of the amount of participation and observation opportunities provided at the WISER Center—observation dominant, participation dominant, and participation only. RESULTS. The participation-dominant group reported an increase in knowledge self-efficacy over time compared with the observation-dominant and participation-only groups. Over time, self-efficacy ratings in- creased for all students, regardless of group. CONCLUSION. Simulation scenarios implemented at the WISER Center provided a useful adjunct to classroom training in transfer skills. Both participatory and observational experiences contributed to the development of students’ perceptions of their ability to manage acutely ill and medically complex patients. Baird, J. M., Raina, K. D., Rogers, J. C., O’Donnell, J., Terhorst, L., & Holm, M. B. (2015). Simulation strategies to teach patient transfers: Self-efficacy by strategy. American Journal of Occupational Therapy, 69 (Suppl. 2), 6912185030. http://dx.doi.org/10.5014/ajot.2015.018705 A primary goal of occupational therapy education is to teach students to apply knowledge and skills learned in the classroom to actual patient care sit- uations. Opportunities for students to practice problem solving and decision making while developing their manual clinical skills are especially valuable (Nehring, Lashley, & Ellis, 2002; Rothgeb, 2008). Simulation supports this combination of cognitive reasoning and physical motor skill learning by im- mersing students in situations that mimic clinical reality without placing patients at risk (Issenberg, McGaghie, Petrusa, Lee Gordon, & Scalese, 2005; Resnick & Sanchez, 2009). Simulation has been defined as an interactive method to mirror actual clinical situations with guided experiences (Nishisaki, Keren, & Nadkarni, 2007). It allows for repeated practice, which helps students to develop competence and confidence (Grierson, 2014). Simulation has many advantages for learning and practicing new clinical tasks. It allows students to be active learners as both participants and observers (Rodgers, 2007). As participants, for example, students can perform a bed-to- wheelchair transfer of a mock patient in a realistic setting. They can then directly and immediately examine the results of their procedures and decisions— important considerations in learning (Bandura, 1997; Lasater, 2007). As observers, students can also learn by observing a peer perform a bed-to-wheelchair transfer with a mock patient in a realistic setting. Observation has been cited as an important and effective learning method, especially with tasks involving motor components (Lasater, 2007), because it provides learners with the chance The American Journal of Occupational Therapy 6912185030p1 Downloaded from http://ajot.aota.org on 07/14/2020 Terms of use: http://AOTA.org/terms