Evaluating high-fidelity human simulators and standardized patients in an undergraduate nursing health assessment course

High‐Fidelity Simulation Effects on CPR Knowledge, Skills, Acquisition, and Retention in Nursing Students

“…Simulation has become an important element in nursing education, specifically in teaching the necessary skills and knowledge to prepare competent nurses (Ahmad & Safadi, 2009;Luctkar-Flude, Wilson-Keates, & Larocque, 2012). Instructors can control the manikin's responses and the HFS can respond to interventions provided by the student (Lasater, 2007).…”

Nursing Student Perceptions of Standardized Patient Use in Health Assessment

“…Another study that evaluated the use of SPs versus manikins to teach cardiac and pulmonary examinations to pharmacy students revealed that SPs were significantly more favored by students as a learning method (Grice, Wenger, Brooks, & Berry, 2012). Similarly, Luctkar-Flude, Wilson-Keates, and Larocque (2012) found that undergraduate nursing students were significantly less satisfied learning respiratory assessment skills on highfidelity human simulators (HFS) compared with SPs and community volunteers (CVs). The study also revealed that students in the HFS group reported feeling significantly less prepared for clinical than the students in the SP and CV groups (Luctkar-Flude et al, 2012).…”

“…Studies have shown that SPs are an effective pedagogy in medical education to improve communication skills, teach psychomotor skills, and enhance clinical knowledge (May, Park, & Lee, 2009). Similarly, SPs have been shown to be effective in nursing education in developing psychomotor skills such as blood pressure measurements (Sarmasoglu, Dinc, & Elcin, 2016), teaching interpersonal communication skills to nurse practitioner students (Lin, Chen, Chao, & Chen, 2013), and improving therapeutic communication in undergraduate psychiatric nursing education (Webster, 2014). A recent meta-analysis conducted by Oh, Deok-Jeon, and Koh (2015) demonstrated that simulation using SPs in nursing education had a significant effect on cognitive, affective, and psychomotor learning.…”

A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

“…[9,14,15] Lack of clinical sites, a shortage of patient opportunities for student learning, and the need for students to prepare for the transition into professional practice have created the demand for faculty to develop more realistic simulations. [12] Autism Spectrum Disorder (ASD) presents with a range of conditions characterized by challenges in social skills, repetitive behaviors, and verbal and non-verbal communication.…”