Virtual simulation for person-centred care training across the learning continuum: a pilot study of healthcare professionals and students

Introduction Simulation-based education is a well-established approach in healthcare, commonly adopted to develop and refine clinical skills, with growing use in developing communication skills. Person-centred care is pivotal in improving health outcomes, yet its adoption in health professional curricula is still developing. The current pilot study sought to (1) develop a suite of virtual simulation scenarios around person-centred care for nursing, pharmacy, physiotherapy, social work and speech pathology professionals and students, (2) explore user acceptance of the virtual simulation platform and (3) explore the perceived impact of the scenarios on their knowledge, skills and confidence in delivering person-centred care in a hospital environment. Methods Twenty-two scenarios were developed by the research team using the Pharmacy Simulator (PS) platform, with consumer involvement and pilot-tested by health professionals and students before implementation. Participants were invited to complete all scenarios relevant to their profession before completing a post-intervention questionnaire. The post-intervention questionnaire was designed to capture perceived change in knowledge, skills and confidence in interacting with patients and other healthcare professionals, and usability of PS using the System Usability Scale (SUS). Quantitative data were analysed descriptively, with comparisons analysed using the Wilcoxon signed rank test, and qualitative data were analysed thematically, using Braun and Clarke’s six-step method. Results Fifteen registered healthcare professionals and 31 student participants from four of the five professions shared their experiences of using the virtual simulator. Healthcare professionals and students reported a statistically significant improvement in knowledge (V = 28.5, p < .001), skills (V = 25.5, p = .003) and confidence (V = 43, p = .001) in interacting with patients and other healthcare professionals in a hospital setting. The median (IQR) SUS score of 72.5 (16.9) indicated ‘good’ usability. Both health professional and student participants appreciated the immediate performance feedback provided by PS. Discussion This study supports virtual simulation as an effective tool to enhance perceived knowledge, skills and confidence essential for providing person-centred care and is widely accepted by healthcare professionals and students across four professions. Virtual simulation thus has the potential to support the adoption of person-centred care in health professional curricula.