Home Visit Simulation Using a Standardized Patient

Kim‐Godwin, Yeoun Soo; Livsey, Kae; Ezzell, Debbie; Highsmith, Carol M.

doi:10.1016/j.ecns.2011.09.003

Cited by 28 publications

(24 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A similar level of student's satisfaction with the SP method has been reported in other studies. 52,55,59 The main strength of the present study is that our findings were based on a comparison between the pre-test, post-test, and recall test results. This approach is a significant improvement compared to similar Iranian studies that only used post-test data.…”

Section: Discussionmentioning

confidence: 94%

Effectiveness of Standardized Patient in Abdominal Physical Examination Education: A Randomized, Controlled Trial

Jaberi

2019

Clin Med Res

View full text Add to dashboard Cite

Introduction: Simulation and virtual technologies currently are used to enhance basic and advanced nursing skills. Information on the use of simulation methods in the Iranian nursing education system, particularly regarding standardized patients (SP), is scarce. Hence, the present study aimed to evaluate the effect of using SP on the performance of Iranian nursing students in the physical examination of the abdomen. In addition, the SP method was compared with the purely lecture-based education method. Methods:The present study was of a pre-test/post-test design carried out at the School of Nursing and Midwifery, Kazerun Islamic Azad University (Kazerun, Iran) during 2014. Third-year nursing students were recruited and assigned to either a control or an intervention group. The study was conducted in three phases: pre-test knowledge evaluation, training sessions, and post-test/recall test evaluation of objective structured clinical examination (OSCE). Data were analyzed using the SPSS software (version 16.0). A total of 87 students were included in our analysis.Results: All participants were female with a mean age of 21.99±1.73 years. The mean pre-test score of the control and intervention groups were 4.98±2.17 and 5.35±1.77, respectively. No significant difference was observed between the groups regarding the OSCE overall scores (P>0.05). However, there was a significant difference between the mean pre-test and post-test scores in each group (P<0.05). Compared to the control group, the difference in the mean pre-test and post-test scores was higher in the intervention group (4.98±2.17 and 14.43±3.93 in control group vs. 5.35±1.77 and 15.39±3.2 in intervention group, respectively). Furthermore, there was no statistically significant difference between the groups in terms of the post-test and recall test scores. Conclusion:Our study demonstrates the SP method is an effective tool for learning to perform the physical examination of the abdomen as compared to the purely lecture-based educational method. The present pilot study could be extended to cover training on the physical examination of other human organs.

show abstract

Section: Discussionmentioning

confidence: 94%

Effectiveness of Standardized Patient in Abdominal Physical Examination Education: A Randomized, Controlled Trial

Jaberi

2019

Clin Med Res

View full text Add to dashboard Cite

show abstract

“…Future, steps in the evaluation of simulation-based telecare training initiatives are to assess outcomes beyond trainee satisfaction with the approach. [24] These include longer-term effects such as retention of learning outcomes over time, and the circumstances under which acquired knowledge and competencies are applied in real clinical practice. [19,27] Research should also look into whether and how different forms of training can be said to affect organizational procedures and the quality of telecare services provided, as well as the extent to which staff training impacts patient outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, participation in simulated home visits is extensively linked to an increased understanding of, preparedness for, and confidence in providing healthcare services in the home environment. [17,[20][21][22][23][24][25][26][27][28] Simulation is therefore recommended as a valuable means of rehearsing independent decision-making and successful problem solving in preparation for practice in complex and diverse home healthcare settings. [17,20,25,26] Simulation has also been suggested as a valuable teaching strategy in connection with the increasingly common application of telecare technologies in home healthcare services.…”

Section: Introductionmentioning

confidence: 99%

Evaluating a simulation-based telecare training program for home healthcare professionals: A trainee perspective

Guise

Wiig

2016

JNEP

View full text Add to dashboard Cite

Background: The provision and use of telecare services implies new ways of working for home healthcare staff. To gain the knowledge, skills and attitudes necessary for sound telecare practice, staff are in need of thorough training opportunities. Simulation has been suggested as a useful approach to prepare healthcare professionals for providing telecare services. The aim of this study was to test and evaluate a simulation-based telecare training program for qualified healthcare professionals and explore whether it met intended training objectives from the perspective of the trainees. Methods: A total of 14 healthcare professionals working in home healthcare services participated in up to two training sessions, each across two separate days. Data were collected by way of four tape-recorded focus group interviews and field notes from non-participant observations of eight simulation sessions, and were analysed by way of systematic text condensation. Results: The analysis resulted in seven categories addressing trainees' experiences of partaking in simulated virtual visits; their perceptions of simulation-based telecare training; and their views on the main learning outcomes from the simulation-based training program in question. Conclusions: Simulation-based training provides trainees with realistic insight into the knowledge and skills required for new ways of working through telecare and can thus be a useful way of preparing healthcare professionals for the delivery of telecare services such as virtual home healthcare visits.

show abstract

“…Designing simulation scenarios that embrace community-based settings will more holistically embody the shift from a diseasefocused mindset to one that promotes wellness and prevents disease. [9] Simulation in the community setting has been evaluated by students as a valuable experience that increased their confidence. [9,10] Dieselhorst and Wyss embedded community nursing simulation curriculum with four themes: a) care of the individuals in the community, b) care of aggregates in the community, c) care of vulnerable populations in the community, and d) health of community (pg.…”

Section: Introductionmentioning

confidence: 99%

“…Standardized patients were perceived by the students as the most realistic for the community setting. [9,12] Simones also addressed the environmental fidelity for a community setting to increase realism. [10] Improving environmental fidelity was accomplished through the use of props, such as, food, ashtrays, alcoholic beverages, food, furniture, throw rugs and clothes on the manikins.…”

Section: Introductionmentioning

confidence: 99%

Home health simulation: Helping students meet the changing healthcare needs

Gore

Lutz²,

Bernard³

et al. 2018

JNEP

View full text Add to dashboard Cite

Background/Objective: Nursing education has traditionally educated students in an acute care setting. However, recent trends in health care delivery models have moved the care of clients to a variety of out-patient settings. For the role of the nurse educator to transform, the curriculum must be able to expand beyond just the hospital-based focus to also include a community-based focus. To meet this demand, the College of Nursing faculty created a geriatric home care simulation to enhance the students’ experiences of providing care beyond the hospital setting to this growing population.Methods: A gap analysis of current simulations imbedded within the curricula identified the need for a community-based simulation and a geriatric home care simulation was chosen. The American Association of Colleges of Nursing Essentials of Baccalaureate Education and Recommended Baccalaureate Competencies and Curricular Guidelines for the Nursing Care of Older Adults were used as the framework for the analysis.Results: This simulation was designed as an interactive, low-stakes experience since many students lacked the opportunity to experience this unique clinical care setting. This article describes the development of the simulation, specific content objectives and outcomes, summary of the reactions of the students and faculty, as well as revisions and closing reactions.Conclusions: Nursing education has historically focused on acute care and now nursing students must be able to care for clients in a variety of out-patient settings, while focusing on the management of chronic diseases, promoting wellness and disease prevention. The future of nursing education will continue to require that faculty members explore innovative solutions to meet the educational needs of students, while balancing the health care needs of various populations and our changing health care delivery systems.

show abstract

Home Visit Simulation Using a Standardized Patient

Cited by 28 publications

References 11 publications

Effectiveness of Standardized Patient in Abdominal Physical Examination Education: A Randomized, Controlled Trial

Effectiveness of Standardized Patient in Abdominal Physical Examination Education: A Randomized, Controlled Trial

Evaluating a simulation-based telecare training program for home healthcare professionals: A trainee perspective

Home health simulation: Helping students meet the changing healthcare needs

Contact Info

Product

Resources

About