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Simulation placement: Reflections on a novel work integrated learning unit (Practice Report)
 

Simulation placement: Reflections on a novel work integrated learning unit (Practice Report)

Vicki Tillott, Lisa Couzens Maggie Scorey
SSRN, Vol.Series Paper No.46
Southern Cross University Scholarship of Learning and Teaching Research Paper Series, Elsevier
24/02/2026
: https://doi.org/10.2139/ssrn.6297320

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Simulation Placement. Reflections on a Novel Work Integrated Learning Unit -Practice Report. ssrn-6297320534.96 kB
Preprint (Author's original),  Open Access
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http://dx.doi.org/10.2139/ssrn.6297320
Preprint (Author's original), 
1
work integrated learning occupational therapy tertiary education simulation placement clinical placement Work integrated learning (incl. internships) Occupational therapy Assessment, development and evaluation of curriculum
Occupational therapy (OT) students are required to complete 1000 hours of practice education to meet requirements for registration, usually completed as external placement. Due to the significant growth in the profession, and thereby student numbers, a change of model to meet the required practice education hours was needed. Simulation is an acceptable form of practice education, in which students practice scenarios that echo real world OT situations. Work Integrated Learning in Occupational Therapy I (WIL I) was developed as a simulation placement unit delivered on campus to second year students accounting for 150 hours of practice education. This simulation placement has been run for three years with two different iterations and the authors provided reflections on the most recent delivery. The reflections of the authors were analysed and grouped into themes, including: students were walking and talking like real OT students; repetition and consistency was key; supervisor as a role model was imperative; professionalism and preparation for practice was developed and demonstrated by students; the unit had authenticity making it feel more real world; peer assisted learning played a significant role in learning. The benefits of WIL I in OT are apparent; however, further evaluation to provide appropriate data on both supervisor and student feedback must be completed to ensure a greater understanding of the successes, challenges and areas for improvement in the WIL I unit.
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