Table 1. Follow-up survey.
N/A: not available; SP: simulated person
| Learning need | Simulated environment | Importance of learning need | |||||||
| Strongly agree | Agree | Disagree | Strongly disagree | Not applicable | Agree | Disagree | Not applicable | ||
| C = COMMUNICATION | |||||||||
| C1. The simulation provided an opportunity for effective communication with the client/patient | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| C2. Practicing with the SP in the classroom is an effective method for developing communication/interviewing skills | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| C3. Practicing communication skills with the SP is a more effective method than practicing with classmates | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A = AUTHENTICITY | |||||||||
| A4. The simulation provided authentic interaction with the client/patient | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A5. I was able to perform an appropriate assessment | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A6. I was able to identify the client/patient’s problem/condition | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A7. I was able to prioritize my assessment components | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A8. The simulation allowed me to recognize the significance of client/patient’s responses to history questions | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A9. The simulation allowed me to recognize the significance of client/patient’s responses to the physical assessment | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A10. The simulation provided the realism/authenticity of client/patient interaction | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A11. The interaction with the SP has allowed for implementing decision-making skills | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A12. The simulation allowed for the integration of assessment results | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A13. I felt challenged and stimulated | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A14. I felt confident in my abilities | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A15. The simulation provided me with the opportunity to know what to do | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A16. The simulation improved my critical thinking skills | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A17. The simulation contributed to my knowledge of assessment procedures | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| A18. Engaging with SP prepared me for working with real clients in the workplace or practice | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| F = FEEDBACK | |||||||||
| F19. The simulation experience provided immediate feedback | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| F20. The feedback received from the SP was effective to my learning | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| F21. Feedback about my interactions with the SP was provided in a timely manner | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| F22. Feedback provided by the SP was helpful for my learning | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| F23. The feedback from the SP has allowed for self-reflection | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |
| F24. The feedback from the SP has allowed me to make decisions in a more effective manner | 4 | 3 | 2 | 1 | N/A | 2 | 1 | N/A | |