The Effectiveness of Standardized Patients as a Teaching Method for Nursing Fundamentals

Abstract

This study compared two teaching methods and examined their effects on student nurses' clinical competence. A nonequivalent control group was used for this quasiexperimental research, and a posttest design was used to compare the effects on clinical competence. A protocol was developed to include critical behaviors and was used as a checklist for evaluation. The results showed that the standardized patient (SP) method was more effective than the traditional method in helping students: * Identify patient needs. * Perform mouth care, back care, position change, nelaton catheterization, and glycerine enema. * Use more effective communication skills. The authors believe use of the SP method should be expanded to more areas of the fundamentals of nursing course, and its effectiveness and efficiency evaluated. Also, the SP method should be used to evaluate the clinical competence of both students and graduate nurses.

Avaliação de competências individuais e interprofissionais de profissionais de saúde em atividades clínicas simuladas: scoping review

“…Foi possível identificar ainda, com frequência, o uso do termo avaliação de competências para atributos de habilidades, conhecimentos e, até mesmo, de atitudes. Além disso, os instrumentos mencionados para avaliar competências, em alguns estudos, eram, na maior parte das vezes, compostos por Checklists relacionados a avaliação de habilidades e de conhecimentos [17][18][19][20][21]23,24,32,33 .…”

“…São procedimentos integrantes e relevantes na formação individual dos profissionais. Muitas ações têm como base o desenvolvimento procedimental, e o sucesso de uma intervenção depende da destreza técnica na realização desses procedimentos 17,21,22,24,28,32,33 .…”

Abstracts: Australian College of Mental Health Nursing 36th International Conference –‘Row with a team, or paddle alone’

“…Advantages associated with 'live Sim' simulation training include the capacity of the virtual actor as simulated patient to reproduce a standardised persona, with whom the student interacts, with the opportunity for feedback and correction of ineffective communication (Nestel, Muir, Plant, Kidd & Thurlow 2002;Yoo & Yoo 2003;Rosenzweig, Clifton & Arnold 2007) without the undesirable artifi ciality and the potential lack of engagement that accompanies ordinary student role play.…”

Relationship between Fidelity and Dose of Human Patient Simulation, Critical Thinking Skills, and Knowledge in an Associate Degree Nursing Program

“…It is well known that use of task trainers for practicing skills facilitates skill competency (Issenberg et al, 2005). However, repetitive practice, with static mannequins and task trainers, does not provide the opportunity for students to learn to perform those skills in the context of a nurse-patient relationship (Yoo & Yoo, 2003). As Yoo and Yoo (2003) noted, incorporation of psychomotor skills into HPS provides opportunity for students to perform skills as they interact with a patient or learn to adapt the skills as required for individual patient situations.…”

“…Although statistically significant gains in knowledge and skill acquisition were found between pretest and posttest scores of both groups, Jeffries et al found no significant differences between the groups. Yoo and Yoo (2003) compared the effectiveness of standardized patients as a method for teaching fundamental skills. The control group, students enrolled in the nursing fundamentals course, received the traditional method of lecture, demonstration, and practice on static mannequins in the laboratory for learning basic skills.…”