Translating Confidence From the Simulation Laboratory to Student Doctor of Physical Therapy Inpatient Practice

Abstract

Patient care in inpatient settings is challenging for health care students and requires adaptive behavioral, cognitive, and technical skills that can be enhanced with simulation-based education (SBE). This study investigates how repeated SBE experiences created in line with the Academy of Acute Care Physical Therapy Core Competencies for Entry-Level Practice in Acute Care Physical Therapy (AACPT-CCACPT) during Doctor of Physical Therapy (DPT) coursework affect self-confidence with patient management. We hypothesized that student self-confidence in skill and readiness to practice would improve from the introduction of SBE to the end of a terminal clinical experience (CE-T). A convenience sample of DPT students in 2 cohorts (Class of 2024: n = 84; 2025: n = 83) was recruited during courses with progressively complex SBE to complete a confidence self-assessment survey 3 times. Using SPSS Statistics 29, a paired t -test was used to determine if a statistically significant increase in self-confidence for Class '25 occurred between pre and post SBE periods, and a one-way RM ANOVA for Class '24 and '25 within pre, post, and CE-T time points. Paired t -test results for ('25) indicated a statistically significant mean increase in self-confidence at post-test compared with pretest when comparing pre and post SBE periods scores ( P < .001). One-way RM ANOVA results for '24 between pre, post, and CE-T ( P < .001) and Class '25 between pre, post, and CE-T ( P < .004) indicated a statistically significant mean increase in self-confidence and perception of readiness to practice. DPT students reported increased self-confidence after SBE and after CE-T. Progressively complex SBE may improve DPT student preparedness for inpatient practice.