The last eleven years has seen my evolution from student of respiratory therapy to clinical instructor, and now to program instructor. The first-hand experience gained from being a clinical student and working alongside them has revealed a common theme, the difficulty transitioning from didactic learning to clinical application due to a sense of unpreparedness for the clinical environment. Review of educational literature highlights the enhanced learning and proficiency in healthcare programs when clinical experience, real-life or simulated, occurs in psychologically safe environments that satisfy the stages of experiential learning. While real-life experience is preferred, those opportunities are often unpredictable and inconsistent, proving unreliable for effective learning. Integration of high-fidelity simulations (HFS) is an effective tool employed to deliver reproducible learning scenarios in supportive and holistic environments. Due to the demand for proficient respiratory therapy graduates nation-wide, I advocate for the increased incorporation of HFS into pre-clinical program content, facilitated by educators appreciating the requirements for effective experiential learning. The increased opportunity for HFS will elevate student’s proficiency, competence, and confidence prior to clinical experience, as well as better prepare them for the realities of healthcare.
