Exploring Physiotherapy Students' Perceptions of a Virtual Orientation Programme for Preparing first year Students for Simulated Placements: An Explanatory Sequential Mixed-Methods Study

Background Simulation-based placements are increasingly embedded within physiotherapy education to enhance clinical readiness and address pressures on traditional practice-based learning opportunities. Effective preparation is critical to optimise student engagement within simulation; however, the contribution of virtual orientation to learner readiness remains underexplored within physiotherapy education. Aim To explore First year (Level 4) physiotherapy students’ perceptions of virtual orientation and examine its contribution to preparation for simulated placement activities. Methods An explanatory sequential mixed-methods design was employed. Quantitative data were collected through an online questionnaire completed by Level 4 physiotherapy students following a two-week simulated placement programme at Sheffield Hallam University (n = 38). Descriptive statistics were used to identify patterns within the survey data. Qualitative data were subsequently collected through semi-structured interviews with six purposively selected students and analysed using reflexive thematic analysis. Integration occurred during interpretation through narrative weaving. Results Virtual orientation was perceived as a valuable component of simulated placement preparation. Five interconnected themes were identified: (1) uncertainty and anticipatory readiness, (2) guided engagement and confidence building, (3) cognitive scaffolding and environmental familiarisation, (4) preparation for simulation participation, and (5) reflection and learning consolidation. Across these themes, students described improvements in confidence, environmental awareness, psychological safety, and preparedness for clinical reasoning and communication tasks. The findings suggest that virtual orientation supported readiness through interconnected cognitive, affective, and behavioural mechanisms. Conclusion Virtual orientation enhanced students' preparation for simulated placement by reducing uncertainty, supporting cognitive organisation, and facilitating engagement with experiential learning. The findings suggest that virtual orientation functions most effectively as a pedagogical scaffold embedded within simulation design rather than as a stand-alone digital resource. A developmental pathway emerged across the findings in which students progressed from uncertainty to familiarisation, readiness, participation, and reflection.