Comparison of standardized patients and real patients as an experiential teaching strategy in a nutrition counseling course for dietetic students

Schwartz, Vicki S.; Rothpletz‐Puglia, Pamela; Denmark, Robert; Byham‐Gray, Laura

doi:10.1016/j.pec.2014.11.009

Cited by 32 publications

(56 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When looking more specifically at dietetics, a study published in 2015 highlighted the use of standardized patients in simulation dietetic counseling education. It was concluded that the simulated encounter was just as effective as using real patients in counseling education …”

Section: Overview Of Clinical Simulationmentioning

confidence: 99%

“…Low‐fidelity clinical simulation learning using standardized patients has also been used in dietetic education curriculums. Schwartz et al compared the quality of communication and behavior change skills demonstrated during nutrition counseling sessions by dietetic students using standardized vs real patients. A total of 75 video‐recorded nutrition encounters were analyzed using a 28‐item scale.…”

Section: Simulation and Trainingmentioning

confidence: 99%

“…Both groups yielded good to excellent ratings in all scale categories, with no significant differences in group scores. The author concluded that clinical simulation learning was just as effective as real patients in dietetic counseling education …”

Section: Simulation and Trainingmentioning

confidence: 99%

“…The author concluded that clinical simulation learning was just as effective as real patients in dietetic counseling education. 7 Beyond dietetic training, there is no known literature to support or refute the use of clinical simulation in hands-on dietetic skills such as feeding tube placement or nutritionfocused physical exam. Unlike nursing, there is also no known literature related to the use of hands-on clinical simulation training for RDNs.…”

Section: Simulation and Trainingmentioning

confidence: 99%

See 3 more Smart Citations

Clinical Simulation Learning for Small‐Bowel Feeding Tube Insertion

Rollins¹,

Bailey

Gregoire

et al. 2018

Nut in Clin Prac

View full text Add to dashboard Cite

Clinical simulation training provides a realistic environment for students and healthcare professionals to strengthen and broaden skills and abilities. This type of learning experience creates a controlled environment in which learners may attain new skills or further develop skills that positively impact patient outcomes. Although few studies exist regarding the use of clinical simulation training and nutrition support practitioners, preliminary data following a small-bowel feeding tube (SBFT) insertion workshop for intensive care unit registered nurses and registered dietitian nutritionists showed potential use in this realm. The purpose of this paper is to provide a basic overview of clinical simulation learning, review literature related to clinical simulation in healthcare, and discuss the recent implementation of a SBFT insertion workshop incorporating clinical simulation learning.

show abstract

Section: Overview Of Clinical Simulationmentioning

confidence: 99%

Section: Simulation and Trainingmentioning

confidence: 99%

Section: Simulation and Trainingmentioning

confidence: 99%

Section: Simulation and Trainingmentioning

confidence: 99%

See 2 more Smart Citations

Clinical Simulation Learning for Small‐Bowel Feeding Tube Insertion

Rollins¹,

Bailey

Gregoire

et al. 2018

Nut in Clin Prac

View full text Add to dashboard Cite

show abstract

“…Bokken ve arkada lar (12), e itimde gerçek hastalarla kar la ma ile simüle (standardize) hastalar n kullan m n n güçlü ve zay f yanlar hakk nda ö renci görü -lerini kar la t rm ve gerçek hastalarla çal man n daha özgün ve ö retici bulunmas na kar n, simüle hasta kullanman n ö rencilerin gerçek ya am durumlar na haz rlanmas aç s ndan daha yararl görüldü ünü bulmu lard r. Özellikle, ö rencinin ileti im becerileri hakk ndaki yap c geri bildiriminin SH etkile iminin güçlü bir yan oldu u sonucuna ula m lard r. Benzer biçimde Kiluk ve arkada lar (15), hastalara kötü haberin verilmesi ile ilgili bir e itim sürecinde ö rencilerin SH'larla kar la mas n n onlar n gerçek klinik ya am n zor ko ullar na güvenli bir ortamda haz rlanmas n sa lamas aç s ndan etkili oldu unu göstermi lerdir. Yukar daki örneklere ko ut olarak pek çok çal mada ö -rencilerin çe itli e itim süreçlerinde SH'larla yap land r lm kar la malar ya amalar n n ve bu deneyimler üze-rine onlardan geribildirim almalar n n ileti im becerilerinin geli imine olumlu katk s oldu u gösterilmi tir (13,(16)(17)(18)(19)(20)(21)(22). Benzer biçimde AÜTF'de verilmekte olan UAOAB e itimine 2012 y l ndan ba layarak ileti im becerileri boyutu entegre edilmi ve bu çerçevede SH'larla yürütülen uygulama oturumlar yap land r lm t r. Ör-ne in, 2010-11 y llar ndan farkl olarak son üç y l içinde SH'lar n ö rencilere performanslar hakk nda ileti im becerilerinin düzeyi ile ilgili de geri bildirim vermeleri sa lanm t r. Programdaki bu ve benzeri de i iklikler, ö rencilerin kendilerini hastalarla ileti im kurmak konusunda daha özgüven sahibi hissetmelerine yol açm olabilir.…”

Section: Alg Lanan Anl K Etki (Madde 19-22)unclassified

Ankara Üniversitesi Tıp Fakültesi Öğrencilerinin “Uygulamalı Aydınlatılmış Onam Alma Becerisi (UAOAB)” Eğitim Programı ile ilgili Görüşleri: 2010-2014 Yıllarını Kapsayan Bir Anket Çalışması

YALIM¹

2014

Ankara Üniversitesi Tıp Fakültesi Mecmuası

View full text Add to dashboard Cite

Amaç: Ankara Üniversitesi T p Fakültesi Dönem-3 ö rencilerine yönelik olarak geli tirilen ve 2004'den beri sürdürülmekte olan "Uygulamal Ayd nlat lm Onam Alma Becerisi (UAOAB)" e itim program y llar içinde özellikle 2012 y l sonras nda olmak üzere baz yap sal de i ikliklere u ram t r. Bu çal ma, ö rencilerin program hakk ndaki dü üncelerinin, bu de i ikliklere paralel olarak zaman içinde farkl l k gösterip göster-medi ini ortaya koymak amac yla tasarlanm t r.Gereç ve Yöntem: 2010-14 y llar aras nda UAOAB e itimi kapsam nda gerçekle tirilen uygulama oturumlar na kat lan ö rencilerden, ilgili e itim çal mas na ili kin bir de erlendirme anketi doldurmalar istenmi tir. Elde edilen veriler istatistiksel olarak analiz edilmi ve ula lan bulgular yorumlanm t r. Bulgular: Ö rencilerin büyük bölümü "ayd nlat lm onam" konusunu mesleki ya amlar aç s ndan önemli bulmakta ancak konu ile ilgili bilgi ve becerilerinin yeterli olmad n dü ünmektedir. Ö renciler, genel olarak UAOAB e itiminden memnundurlar (ort. %81,3). Program n mesleki sorumluluk kazand rma ve iletiim becerilerinin ö retilmesi aç s ndan etkili oldu unu dü ünen ö rencilerin oran 2012-14 y llar aras nda önceki y llara göre anlaml olarak daha fazlad r. Sonuç: Ö renciler, "ayd nlat lm onam" ve ilgili konular hakk nda bilgi ve beceri kazanmaya gereksinim duymaktad rlar. Ö rencilerin UAOAB e itim program hakk ndaki olumlu kan lara sahip olmas , program n geli tirilerek sürdürülmesi yönündeki çabalar destekleyici bir bulgudur. Zaman içindeki de i imi gösteren sonuçlar, standardize hastalar ve simülasyon tekniklerinin etkin kullan m n n program daha etkili k ld n dü ündürmektedir.Anahtar Sözcükler: Ayd nlat lm onam, beceri e itimi, standardize hasta, simülasyon teknikleri, ileti im becerileri Aim: Applied education program on "Obtaining Informed Consent Skill (UAOAB)", which was developed for Ankara University Faculty of Medicine Grade-3 students and has been continuing since 2004, underwent some structural changes over the years especially after 2012. This study was designed to reveal whether students' thoughts on the program differ parallel to these changes through time.Material and Method: Students who attended practice sessions as a part of the UAOAB education between the years of 2010-14 were asked to fill out an evaluation questionnaire about this education study. The data collected were statistically analyzed and findings were interpreted.Findings: The great majority of the students consider "informed consent" an important issue with respect to their professional lives; however, they think that their knowledge and skills are insufficient. They are generally satisfied with the UAOAB education (mean 81.3%). The ratio of students, who think that the program is efficient in terms of professional responsibility acquisition and teaching communication skills, is significantly higher between the years of 2012-14 than previous years.Results: Students are in need of acquiring knowledge and skills about "informed consent" and related issues. The finding that students have p...

show abstract

Assessment Practices for Dietetics Trainees: A Systematic Review

Jamieson

Palermo

Hay³

et al. 2019

Journal of the Academy of Nutrition and Dietetics

View full text Add to dashboard Cite

High-quality education is essential to produce competent graduates in the field of dietetics. Assessment is a fundamental component of education and driver of learning, yet little is known about methods used to assess dietetics trainees. The objective of this review is to evaluate the practices and outcomes of methods used to assess dietetics trainees. A systematic review of the literature was undertaken. MEDLINE, the Cumulative Index to Nursing and Allied Health Literature Plus, Embase, and the Education Resources Information Center databases were searched from inception until May 31, 2017, using key terms that identified studies reporting practices for the assessment of dietetics trainees. Abstract and title screening was completed by three independent reviewers followed by full-text screening using the eligibility criteria. Quantitative and qualitative data were extracted. Study outcomes were evaluated using Miller's Pyramid, Kirkpatrick's Hierarchy, and the principles of programmatic assessment. Thirty-seven studies were identified. Assessments targeted all levels of Miller's Pyramid with the does level being the most prevalent (n¼23). Most studies focussed on evaluating Level 1 (participation) (n¼16) and Level 2b (n¼16) (knowledge and skills) of Kirkpatrick's Hierarchy. Studies described single assessment instruments that focussed on instrument validity and reliability. Few studies considered a program of assessment or the role of expert judgment. Six themes were identified from qualitative data: (1) assessment for learning and professional development, (2) assessment requires motivated and skilled assessors, (3) trainees value authentic and global assessment, (4) assessment is evolving and context-sensitive, (5) poor assessment has negative implications, and (6) assessment evokes an emotional response. Studies focused on the development and evaluation of single quantitative-based instruments applied in isolation, with low-level outcomes sought. There is room to improve practices and design programs of assessment that combine quantitative and qualitative data for meaningful trainee feedback and credible assessment decisions. Comprehensive evaluation of assessment practices is required and must consider the contribution to improved health outcomes in all practice settings.

show abstract

Comparison of standardized patients and real patients as an experiential teaching strategy in a nutrition counseling course for dietetic students

Cited by 32 publications

References 15 publications

Clinical Simulation Learning for Small‐Bowel Feeding Tube Insertion

Clinical Simulation Learning for Small‐Bowel Feeding Tube Insertion

Ankara Üniversitesi Tıp Fakültesi Öğrencilerinin “Uygulamalı Aydınlatılmış Onam Alma Becerisi (UAOAB)” Eğitim Programı ile ilgili Görüşleri: 2010-2014 Yıllarını Kapsayan Bir Anket Çalışması

Assessment Practices for Dietetics Trainees: A Systematic Review

Contact Info

Product

Resources

About