Exploring the experiences of sonography students with simulation‐based learning: A perspective from South Africa

Abstract

Abstract Introduction Simulation‐based learning (SBL) is widely used in healthcare education to provide a safe environment for students to practice clinical scenarios without causing patient harm. While established in developed countries, SBL's implementation is new in South Africa; there is a lack of research addressing sonography students' experiences. This study aimed to explore and describe the experiences of Bachelor of Science (BSc) second‐year sonography students using SBL for clinical training at a local University of Technology (UoT). Method An exploratory, qualitative and descriptive research study was conducted in 2020, with virtual one‐on‐one interviews due to COVID‐19 restrictions. Eight BSc second‐year sonography students, who had undergone SBL in their first year, participated. Data saturation was achieved, and interviews were audio recorded and transcribed verbatim. Results Thematic analysis revealed three themes: (1) Enhancing preparedness for the clinical environment, (2) Limitations of the tissue‐equivalent phantom and (3) Suggestions for improving simulation. While students expressed positive feedback and enjoyment of the simulation tool, they also highlighted limitations, such as unrealistic representations of real patient scanning conditions. Conclusion This study provides valuable insights into sonography students' experiences with SBL. Positive influence of SBL on clinical training was observed. To enhance SBL for future sonography students, consideration for high‐fidelity simulators with advanced software is recommended. Funding options to invest in such simulators should be explored by radiography educators to promote more realistic training experiences.

Keywords

• simulation‐based learning (SBL)
• sonography education
• student experiences