End of life simulation to improve interprofessional competencies: A mixed methods study

Roleplay as an Educational Strategy in Palliative Care: A Systematic Integrative Review

“…Regarding the population, most studies were carried out with healthcare professionals (physicians, nursing professionals, pharmacists, social service personnel, and ethicists) (n ¼ 16, 47%) [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30] and undergraduate medical and nursing students (n ¼ 12, 35%). [31][32][33][34][35][36][37][38][39][40][41][42] The remaining studies (n ¼ 6, 18%) were carried out with healthcare students and professionals simultaneously, 7,[43][44][45] with volunteers 46 or with patients suffering from serious diseases and their caregivers. 47 Regarding effectiveness, the roleplay strategy was considered effective in all experimental or quasi-experimental studies in which it was used independently.…”

“…The roleplay strategy has also been used as a teaching strategy in end-of-life care. 7,15,16,18,20,22,24,31,[33][34][35]37,39,42 In the study by Sullivan and collaborators, an end-of-life care training program integrated professionals from diverse fields to develop clinical, educational, and leadership skills in the context of end-of-life palliative care. 19 In the study by Brighton and colleagues, the roleplay strategy was used to teach skills related to end-of-life care to volunteers who performed roles focused primarily on hospice spiritual support.…”

“…18,23,24,[33][34][35] Two studies (6%) had mixed methods. 7,30 Three studies (9%) were experimental and therefore classified as level of evidence II. 15,17,47 Two studies (6%) were experience reports and were classified as level of evidence V. 38,39 Out of the remaining studies, one was classified as qualitative (n ¼ 1, 3%) and so this was considered to be level III evidence 46 and one was classified as longitudinal retrospective (n ¼ 1, 3%), which was considered to be level III evidence.…”

“…19 Regarding the quality of evidence, 4 studies (12%) were classified as A 16,17,31,42 , and 6 studies (18%) were classified as B. 7,15,27,38,39,46 The others (n ¼ 24, 70%) were classified as having a quality of evidence C, since aspects of the method were unclear (such as the procedures for data collection and analysis), and/or the studies had small sample sizes.…”

“…6 Popular among students, these have proven to be effective and low-cost learning tools. 6,7 According to the literature, in the PC field, the use of interactive demonstrations such as roleplay can result in significant improvements in the actions of students undergoing training. 8 Also, the adoption of such teaching strategies minimizes the potential risks for patients associated with "at the bedside" learning, a real challenge in PC settings.…”