Implementing Standardized Patients Within Simulation in a Nurse Practitioner Program

Schram, Andrea Parsons; Mudd, Shawna S.

doi:10.1016/j.ecns.2015.02.002

Cited by 20 publications

(8 citation statements)

References 22 publications

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“…The SP technique is well established as a learning and assessment tool in medical education, but it is relatively new to undergraduate and graduate nursing education (May et al, 2009;Robinson-Smith et al, 2009). Several studies in graduate nursing education demonstrate the effectiveness of SP experiences in supporting the learning of history and physical assessment skills, collaboration, differential diagnosis, clinical evaluation, and interpersonal and communication skills (Koo, Idzik, Hammersla, & Windemuth, 2013;Kowitlawakul, Chow, Salam, & Ignacio, 2015;Lin et al, 2012;Payne, 2015;Schram & Mudd, 2015). The use of SPs for teaching undergraduate nursing skills has been integrated primarily in health assessment (Luctkar-Flude, Wilson-Keates, & Larocque, 2012), nursing fundamentals (Yoo & Yoo, 2003), psychiatric nursing (Becker et al, 2006;Rentschler, Eaton, Cappiello, McNally, & McWilliam, 2007;Robinson-Smith et al, 2009;Webster, 2014), leadership and management (McIntosh, Thomas, Allen, & Edwards, 2015), and medical-surgical courses (Fink, Linnard-Palmer, Ganley,Catolico, & Phillips, 2014).…”

Section: Standardized Patient (Sp) Simulationmentioning

confidence: 99%

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

San

2018

J Transcult Nurs

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Nursing students find it challenging to provide culture-specific care for patients representing diversity in ethnicity, race, language, socioeconomic status, religion, gender, sexual orientation, immigration history, and lifestyle and frequently lack confidence in their knowledge, skills, and abilities. Simulation has become a useful strategy for teaching nursing students assessment skills, technical skills, teamwork, delegation, self-efficacy, and professional communication. An alarming gap exists within the literature concerning innovative teaching and learning strategies that are carefully designed, implemented, and evaluated and follow a conceptual model, guidelines, and standards to enhance cultural competence development of diverse student groups, who must work with patients from various backgrounds. This longitudinal, one-group, pretest and post-test educational intervention study involved two research questions to understand changes instudents' (n = 53) transcultural selfefficacy (TSE) following the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy. Jeffreys' (2016a) Cultural Competence and Confidence (CCC) theoretical model guided the development of the DSPS strategy. The National League for Nursing (NLN) Jeffries Simulation Theory (JST) (2015), the International Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: Simulation SM (2013; 2016), and guidelines for coaching standardized patients from Wallace (2007) were followed v closely in simulation scenario design, evaluation, implementation, and training processes. As a multidimensional strategy, the DSPS strategy carefully weaves together cognitive, practical, and affective transcultural nursing skills; encompasses assessment, planning, implementation, and *Simulation Participation Survey (10-item) was administered as part of post-test packet and attached after the TSET. **Simulation Survey (4-item) was administered anonymously immediately after each scenario.

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Section: Standardized Patient (Sp) Simulationmentioning

confidence: 99%

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

San

2018

J Transcult Nurs

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“…Eğitimlerde SH kullanımının, öğrencilerde iletişim becerisini geliştirdiği, hasta sonuçlarını pozitif yönde etkilediği, hastanın bakımı ve taburculuğu da dâhil olmak üzere hasta güvenliğine katkı sağladığı belirtilmektedir (MacLean, Kelly, Geddes, & Della, 2017). Hemşirelik eğitiminde SH kullanımının avantajları çok boyutlu olarak Çizelge 2'de belirtilmiştir (Owens & Gliva-McConvey, 2014 SH kullanılması, öğrencilerin klinik becerileri daha erken deneyimlemesine imkân sunmakta (Shankar & Dwivedi, 2016) ve öğrenci deneyim ve performansın arttırılmasında etkili bir yöntem olduğu belirtilmektedir (Schram & Mudd, 2015). Klinik beceri eğitimlerinde SH kullanılan öğrencilerin geleneksel yöntem ile öğrenen öğrencilere göre daha doğru tanılama yaptıkları belirtilmektedir.…”

Section: Hemşirelik Eğitiminde Standardize Hasta Kullanımının Avantajunclassified

“…SH'lerin seçilmesi ve eğitilmesi zaman ve para gerektiren bir süreçtir (Çakmakkaya, 2017). Zaman ve maliyet kısıtlamaları nedeniyle, uzun süreli sürdürülebilirlik ve daha geniş kapsamlı senaryo uygulamalarının özellikle lisansüstü programlar içerisinde kullanımının arttırılması (Schram & Mudd, 2015) ve hemşirelik müfredatına entegre edilmesi (MacLean et al, 2017) önerilmektedir.…”

Section: Standardize Hastaların Seçimi Ve Eğitilmesiunclassified

Hemşirelik Eğitiminde Standardize Hasta Kullanımı

Uslu¹,

Gıersbergen²

2019

Kastamonu Eğitim Dergisi

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Sağlık bakım ve teknolojisindeki gelişmeler, sağlık eğitiminde geçerli ve güvenilir yöntemlerden biri olan benzetim (simülasyon) uygulamalarını ön plana çıkarmıştır. Gerçekliği en yüksek simülatörler olarak kabul edilen standardize hastalar; eğitilmiş sağlıklı birey ya da gerçek hastadan oluşan, sağlık bakım uygulamalarının kendisine yapılmasını kabul eden toplum üyesidir. Ülkemizde hemşirelik eğitiminde henüz yaygın olarak kullanılmayan standardize hasta uygulamasının, pek çok açıdan avantaj sağlamasına rağmen müfredata entegrasyonunun ne düzeyde olduğu ve klinik ortamdaki yansımalarının bilinmediği, konuyla ilgili çalışmalara gereksinim olduğu düşünülmektedir. Bu makalede amaç standardize hasta uygulamasının eğitim müfredatında, standardize hasta gibi gerçekçi ve güncel öğretim yöntemleri ile zenginleştirilmiş öğrenme ortamlarının arttırılmasına katkı sağlamaktır.

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“…INACSL began developing standards in 2010 based on the existing literature and input from organization members; a standing committee has formed to complete regular review and updates of these standards and gather input from members and external reviewers (INACSL Standards Committee, 2016). There are few examples in the literature that utilize INACSL standards, and most are focused on the older 2013 edition (Barber & Schuessler, 2018; Schram & Mudd, 2015).…”

Section: Introductionmentioning

confidence: 99%

Using Simulation to Assess Nurse Practitioner Education

Knopp¹,

Graham²,

Stowell³

et al. 2022

Nurs Educ Perspect

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Resource restraints and the movement toward competency-based education encourage exploration of innovative simulation experiences in advanced practice registered nurse education. Building upon existing best practices in simulation development, this pilot project explores opportunities and challenges translating these practices to the advanced practice registered nurse context. Innovations focused on using a competency-based framework, developing a competency-based evaluation tool, and providing feedback from faculty and standardized patients. Lessons learned from this experience inform recommendations for how to design instructional experiences and provide formative methods of feedback for nurse practitioner student assessment.

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Implementing Standardized Patients Within Simulation in a Nurse Practitioner Program

Cited by 20 publications

References 22 publications

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

Hemşirelik Eğitiminde Standardize Hasta Kullanımı

Using Simulation to Assess Nurse Practitioner Education

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