A Complex Elder Care Simulation Using Improvisational Actors

Abstract

Complex simulations can facilitate students' synthesis of knowledge. Simulations of cognitively impaired elders provide nursing students the opportunity to use critical thinking and clinical decision-making skills in complex patient care situations. The authors report their experiences in designing, implementing, and evaluating a simulation on cognitive problems in elders using actors. This simulation required third-year baccalaureate nursing students to differentiate delirium from dementia, identify symptoms of heart failure, and address a family member's concerns.

Evaluation of dementia education programs for pre-registration healthcare students—A review of the literature

“…Two interventions were short duration or stand alone and did not involve practice based learning. Paquette et al, (2010) described a simulation based session with a role player where students assessed, interacted and reflected on the process. In preparation, students were given reading material on delirium, depression and dementia.…”

“…For instance, one study referred to the perceived 'comfort levels' and evaluated this by using a Likert scale and asking students to rate statements such as 'comfortable talking with confused elders' (Paquette et al, 2010). The qualitative findings from Paquette et al, (2010) suggest that a lecture alone did not result in sufficient levels of comfort and knowledge to provide effective care to people with dementia. Moreover, students who were observing the simulation suggested at the debriefing discussion that an active role would have been beneficial.…”

“…As most of the studies reported positive results it is not possible to suggest what is the optimal length of intervention. On the other hand it was suggested that students with prior practice experience, not necessarily specifically with people with dementia, had more significant gains compared to students who had not (Paquette et al 2010). …”

“…For instance, Robinson and Cubit (2007) reported the findings from students' experience during a placement in an elder care setting without indicating what the aims/objectives of the interventions were. Similarly Paquette et al (2010) implied that a simulation experience will prepare students for clinical practice. However some interventions were more specific and indicated that they were designed to improve participants' knowledge or understanding of dementia (Jefferson et al, 2012;Paquette et al, 2010).…”

“…Similarly Paquette et al (2010) implied that a simulation experience will prepare students for clinical practice. However some interventions were more specific and indicated that they were designed to improve participants' knowledge or understanding of dementia (Jefferson et al, 2012;Paquette et al, 2010). Ross (2012) on the other A number of studies specifically focused on training aimed to improve students' perceptions and attitudes to people with dementia (George et al, 2013;George et al, 2011;Kaf et al, 2011), with one aiming to introduce students to career opportunities in working with older people (Jefferson et al 2012).…”