Perceived Benefits of a Standardized Patient Simulation in Pre-Placement Dietetic Students

Wright, Hattie H; Cameron, Judi; Swanepoel, Libby

doi:10.3390/educsci10070186

Cited by 4 publications

(3 citation statements)

References 41 publications

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“…This was found in students both with and without prior healthcare experience. These improved outcomes are similar to several other studies among simulation experiences in dietetics [29,[32][33][34][35].…”

Section: Discussionsupporting

confidence: 90%

Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences

Barr-Porter,

Combs,

Batey

et al. 2024

Education Sciences

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Simulation-based learning experiences (SBLEs) are effective for teaching healthcare students clinical and communication skills. The current study assessed self-perceived clinical and communication confidence among dietetics students completing a series of four SBLEs (3 group, 1 individual) across nine months. Dietetics students were recruited in February 2023 prior to their first SBLE. Simultaneously through the academic year, students completed clinical and communication courses. Students were invited to complete an online, anonymous self-reported survey regarding confidence with nutrition care and communication prior to their first SBLE (Time 1), prior to their third SBLE (Time 2), and following their final SBLE (Time 3). The survey measured healthcare work experience and self-perceived confidence. Student confidence increased among 30 of the 38 indicators (p < 0.05). At Time 2 (following two group SBLEs), those with healthcare experience had higher confidence among 12 of the 39 items (p < 0.05). At Time 3 (following four simulation experiences) those with healthcare experience had higher confidence among just four of the 39 total items (p < 0.05). Cohort increases in confidence suggest that SBLEs, along with dietetics coursework, were critical in increasing confidence and students’ perceived ability to carry-out entry-level tasks of a dietitian. While student confidence increased across the cohort, SBLEs were particularly beneficial in leveling confidence between those with prior clinical experience and those without.

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Section: Discussionsupporting

confidence: 90%

Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences

Barr-Porter,

Combs,

Batey

et al. 2024

Education Sciences

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show abstract

“…Students can improve their inquiry skills by inquiring with the SSP to avoid blind consultation after entering the clinic [10]. SSP can be used for students to practice face to face repeatedly, which can make students pay attention to clinical communication methods and skills and improve students' confidence [11], so that students will not feel embarrassed when they come into clinical contact with real patients. It doesn't make patients tired either.…”

Section: Inquirymentioning

confidence: 99%

Training and Application of Student Standardized Patients for Dental Education

Zheng¹,

Cui²,

Zhong³

et al. 2021

IJVETR

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Background Stomatology is a discipline closely combined with theory and practice, and pays attention to students' operation abilities and clinical skills. Current dental education is encountering the situation of more theory than practice. The evaluation and application of standardized patients (SP) are gradually increasing in medical education. Objective This paper intends to describe the advantages of student standardized patients (SSP), how to construct and apply SSP for dental education. Method Recruit SP of stomatology students, and select appropriate cases based on the actual cases and common dental diseases. SSP training is conducted by experienced clinical teachers. SSP is trained to describe the disease in patient's language and give a reasonable response to enquiry and examination. Result Qualified SSP can be applied in inquiry, physical examination, teaching and evaluation of common dental diseases. SSP not only provide students with repeated practice, but also enable students to understand theoretical knowledge and cultivate clinical thinking more effectively in real clinical reception. This model of SSP application could stimulate learning enthusiasm of on-campus dental student, improve student clinical skills and thinking abilities, as well as reduce education expenses. Conclusion Using SSP is beneficial to help students construct clinical thinking, learn communication skills and build a harmonious doctor-patient relationship.

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“…The SBE literature is diverse in terms of primary outcomes, aims, methods, definitions, and discipline, making the literature difficult to interpret, despite being generally supportive of SBE [16,19]. Dietitian-led research on SBE appears to concentrate on assessment of student learning outcomes (e.g., knowledge uptake, students' perceived learning) and experience (e.g., satisfaction, lived experience), arguably offering a catalyst or invitation for mapping and knowledge synthesis [20][21][22]. For instance, dietetic educators in the United Kingdom found that interaction with simulated or standardized patients improved students' communication skills (e.g., attitudes towards learning, understanding importance of, and confidence in communication skills) [21].…”

Section: Introductionmentioning

confidence: 99%

Identifying and Mapping Canadian Dietetic Students’ Interaction(s) with Simulation-Based Education: A Scoping Review

Zhang

Churchill

Mannette

et al. 2023

Canadian Journal of Dietetic Practice and Research

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This scoping review mapped literature available on Canadian dietetics, nutrition, and foods students’ and graduates’ interaction(s) with simulation-based education (SBE) during undergraduate and/or practicum. One certified Librarian led the preliminary search (Summer, 2021), while three Joanna Briggs Institute-trained reviewers conducted the comprehensive search via MEDLINE (OVID), CINAHL (EBSCO), Academic Search Premier (EBSCO), Embase (Elsevier), Scopus (Elsevier), and Google (February 2022). A data extraction tool designed specifically for the study objectives and research inclusion criteria was used. We recorded 354 results and included 7. Seven types of SBE were recorded: (i) comprehensive care plan (n = 2); (ii) nutritional diagnosis/assessment (n = 2); (iii) body composition assessment (n = 1); (iv) introducing patient to dysphagia care (n = 1); (v) nutrition counselling session (n = 1); (vi) nutrition-focused physical examination (n = 1); and (vii) professional communications via social media (n = 1). Results indicate that Canadian dietitian-led SBE includes the use of simulated patients, nutritional diagnosis/assessment, and the creation of comprehensive care plans, among others. Students have been assessed for performance of trained tasks through exams, self-awareness surveys, and interviews, and SBE activities have been evaluated for effectiveness through questionnaires and interviews with users/students. Canadian literature is limited, and more can be learned by exploring the global context within and outside the profession.

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Perceived Benefits of a Standardized Patient Simulation in Pre-Placement Dietetic Students

Cited by 4 publications

References 41 publications

Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences

Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences

Training and Application of Student Standardized Patients for Dental Education

Identifying and Mapping Canadian Dietetic Students’ Interaction(s) with Simulation-Based Education: A Scoping Review

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