Effectiveness of simulation in psychiatry for initial and continuing training of healthcare professionals: protocol for a systematic review

Piot, Marie-Aude; Dechartres, Agnès; Guerrier, Gilles; Lemogne, Cédric; Layat-Burn, Carine; Falissard, Bruno; Tesnière, Antoine

doi:10.1136/bmjopen-2017-021012

Cited by 15 publications

(12 citation statements)

References 38 publications

(22 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings from this study reflect a growing body of evidence on the utilisation of simulation training across professional groups (Pan et al, ; Piot et al, ), caregivers (Wijma et al, ) and across health and educational settings (McDougall, ; Elliman et al, ; Dyer et al, ). VR represents a movement away from traditional classroom‐based training methods, for dementia care these tended to be disease focused and failed to address the personhood behind the symptoms (Adefila et al, ; Epp, ).…”

Section: Discussionsupporting

confidence: 76%

Virtual simulation training: Imaged experience of dementia

Slater

Hasson

Gillen

et al. 2019

Int J Older People Nursing

View full text Add to dashboard Cite

Background and objectives The need to provide an empathic response to the care of people with dementia has long been advocated. Virtual reality‐based programmes continue to gain momentum across health sectors, becoming an innovative tool that provides staff with the opportunity to experience a dementia‐like experience within a relatively short time frame. The purpose of this study is to explore the impact of an interactive training experience on moral, emotive, behavioural and cognitive elements of empathy. Research design and methods A qualitative exploratory design was adopted employing purposive sampling to identify participants, aged over 18 years, who participated in the Virtual Dementia Tour (VDT®) programme. Interviews were conducted over a two‐month period, and qualitative thematic analysis was used to analyse the data. Results The four components (moral, emotive, behavioural and cognitive) of empathy were reflected in findings. Overall the interactive training programme was perceived as useful, and emotionally, it provided an opportunity to “imagine what it is to live with dementia,” enabling a cognitive, moral and behavioural reflection to occur, enhancing the empathic state. Discussion In this study, the VDT® provides a different way of learning, with participants reporting the emergence of an empathic response. Results suggest that the emotional response laid the foundations to the behavioural or cognitive (objective and subjective) reaction which was underpinned by a moral reaction. Implications for practice Virtual reality programmes are one step in the process for healthcare professionals caring empathetically for people with dementia; however, further research is required.

show abstract

Section: Discussionsupporting

confidence: 76%

Virtual simulation training: Imaged experience of dementia

Slater

Hasson

Gillen

et al. 2019

Int J Older People Nursing

View full text Add to dashboard Cite

show abstract

“…We carried out a systematic review and meta‐analysis following the Preferred Reporting Items for Systematic Review and Meta‐analysis Statement (Moher et al, 2009). The protocol of this systematic review has been registered under PROSPERO: CRD42017078779 (see Appendix S1 for protocol amendments), and previously published (Piot et al, 2018).…”

Section: The Reviewmentioning

confidence: 99%

Effectiveness of simulation in psychiatry for nursing students, nurses and nurse practitioners: A systematic review and meta‐analysis

Piot

Dechartres

Attoe

et al. 2021

Journal of Advanced Nursing

Self Cite

View full text Add to dashboard Cite

Aims Mental disorders constitute one of the main causes of disease and disability worldwide. While nurses are often at the frontline of mental health care, they have limited access to dedicated psychiatric training opportunities. Simulation training may foster the development of the appropriate competencies required when supporting people with mental disorders. To evaluate the effectiveness of simulation training in psychiatry for nursing students, nurses and nurse practitioners. Design Systematic review and meta‐analysis. Data sources Eight electronic databases, trial registries, key journals and reference lists of selected studies were searched from inception to August 20, 2020 without language restriction. Review Methods We included randomized and non‐randomized controlled studies and single group pre/post studies. Cochrane Risk of Bias tool 2.0 was used for randomized controlled study appraisal, and the Medical Education Research Study Quality instrument was completed for all other studies. Meta‐analysis was restricted to randomized controlled studies. The other studies were synthesized narratively. The main outcomes were based on Kirkpatrick levels. Results A total of 118 studies (6738 participants) were found. Interventions included simulated patients (n = 55), role‐plays (n = 40), virtual reality (n = 12), manikins (n = 9) and voice simulations (n = 9). Meta‐analyses based on 11 randomized controlled studies found a significant large effect size on skills at immediate post‐test for simulation compared with active control; and a small and medium effect size on learners’ attitudes for simulation compared with inactive control, at immediate post‐test and at three‐month follow‐up respectively. Three quarters of non‐randomized controlled studies and pre/post‐tests assessing attitudes and skills showed significant differences, and three quarters of participants in randomized controlled studies and pre/post‐tests showed significant differences in behaviours. Among the few studies assessing people with mental health outcomes, almost all reported significant differences. Conclusion These findings support the effectiveness of simulation training in psychiatric nursing throughout professional development grades, despite heterogeneity in methods and simulation interventions.

show abstract

“…Simulation training has grown rapidly in the last 10 years. It is widely used in medical education[5], although the evidence for it in psychiatry is less robust (Williams et al , 2017) and a systematic review is awaited (Piot et al , 2018). Currently, Maudsley Simulation[6] offers simulation training to Foundation doctors who do not have the opportunity to do a psychiatry rotation.…”

Section: Discussionmentioning

confidence: 99%

Does training adequately equip psychiatrists for intellectual disability?

Lines

Allen

Marshall

2020

AMHID

View full text Add to dashboard Cite

Purpose People with intellectual disability (ID) experience significant health and social inequality compared to their non-disabled peers. Individuals with ID who access mental health services can have complex comorbidities and presentations. In the UK, a significant proportion of individuals with ID are supported within general adult mental health services not by specialist ID teams. The purpose of this study is to explore whether psychiatry trainees in the Maudsley Training Programme (MTP) feel adequately skilled to support individuals with ID. Design/methodology/approach An online survey of trainee psychiatrists in the MTP was completed to evaluate self-perceived skills and knowledge in the care of individuals with ID in mental health services. Statistical analysis of the results was completed. Findings Experience of working in specialist ID teams is positively associated with greater confidence and skills among trainees in the care of people with ID; this is beyond what would be expected based on seniority alone. Research limitations/implications The response rate was 16.7 per cent; a larger sample size would add strength to the study. Like all online surveys, there exists the risk of selection bias. Practical implications UK Policy states that people with ID should be supported to access mainstream services where possible, including psychiatric care. Practical experience for all psychiatry trainees involving specialist ID services and people with ID could improve the care given to that particularly disadvantaged group. Originality/value This is the only paper known to the authors that has focused specifically on the skills and knowledge of psychiatry trainees in the UK with regards to ID.

show abstract

Effectiveness of simulation in psychiatry for initial and continuing training of healthcare professionals: protocol for a systematic review

Cited by 15 publications

References 38 publications

Virtual simulation training: Imaged experience of dementia

Virtual simulation training: Imaged experience of dementia

Effectiveness of simulation in psychiatry for nursing students, nurses and nurse practitioners: A systematic review and meta‐analysis

Does training adequately equip psychiatrists for intellectual disability?

Contact Info

Product

Resources

About