Development, implementation and initial evaluation of narrative virtual patients for use in vocational mental health nurse training

Guise, Veslemøy; Chambers, Mary; Conradi, Emily; Kavia, Sheetal; Välimäki, Maritta

doi:10.1016/j.nedt.2011.09.004

Cited by 26 publications

(15 citation statements)

References 31 publications

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“…It is important that throughout the VP design process educational principles are applied to ensure that the VP is of high educational value. This has been suggested in other VP studies for different professions 7 32 36 37. Similarly, a greater level of comparison and evaluation of VPs would be possible if there was a standard definition of a VP and quality standards for their development.…”

Section: Discussionmentioning

confidence: 87%

Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review

Richardson

White

Chapman

2019

BMJ Simul Technol Enhanc Learn

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BackgroundVirtual patients (VPs) are a sub-type of healthcare simulation that have been underutilised in health education. Their use is increasing, but applications are varied, as are designs, definitions and evaluations. Previous reviews have been broad, spanning multiple professions not accounting for design differences.ObjectivesThe objective was to undertake a systematic narrative review to establish and evaluate VP use in pharmacy. This included VPs that were used to develop or contribute to communication or counselling skills in pharmacy undergraduates, pre-registration pharmacists and qualified pharmacists.Study selectionEight studies were identified using EBSCO and were quality assessed. The eligibility criteria did not discriminate between study design or outcomes but focused on the design and purpose of the VP. All the included studies used different VP applications and outcomes.FindingsFour themes were identified from the studies: knowledge and skills, confidence, engagement with learning, and satisfaction. Results favoured the VPs but not all studies demonstrated this statistically due to the methods. VP potential and usability are advantageous, but technological problems can limit use. VPs can help transition knowledge to practice.ConclusionsVPs are an additional valuable resource to develop communication and counselling skills for pharmacy students; use in other pharmacy populations could not be established. Individual applications require evaluation to demonstrate value due to different designs and technologies; quality standards may help to contribute to standardised development and implementation in varied professions. Many studies are small scale without robust findings; consequently, further quality research is required. This should focus on implementation and user perspectives.

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Section: Discussionmentioning

confidence: 87%

Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review

Richardson

White

Chapman

2019

BMJ Simul Technol Enhanc Learn

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“…Their brief was to advise on the case to ensure it was realistic, clinically accurate and appropriate for use. The technology-orientated VP team led a three-way cyclical approach14 whereby the development team, client and steering group informed development and provided feedback. The VP uses computer-generated animated videos via HTML, CSS and Javascript resource accessing video renders.…”

Section: Methodsmentioning

confidence: 99%

Virtual patient educational programme to teach counselling to clinical pharmacists: development and proof of concept

2018

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Pharmacist–patient counselling can benefit patients and optimise care, but appropriate training is required. A virtual patient (VP) tool to teach pharmacists non-vitamin K oral anticoagulant counselling was developed; the VP may be used for continuing professional development. The objective was to develop and show proof of concept of the VP. A cyclic development approach was adopted whereby the client, developers and a steering group informed VP design, content and aesthetic. This included formal and informal evaluation; ethical approval was not required. The VP received varied feedback. Positive feedback concerned the technology and the high-standard of animations. Negative elements concerned international VP use and differences in practice, also technological comments, regarding VP delivery and usability on various electronic devices. The VP was reported to be ‘valuable’ and realistic with high-quality animations. The steering group commented on VP’s clinical appropriateness, cultural relevance and usability. Areas highlighted for improvement were rectified during development, including the incorporation of printable feedback. European considerations concerned differences in culture and practice. The development process successfully developed the VP and the proof of the concept was demonstrated. This will inform future VP development; a large-scale VP evaluation is underway.

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“…This may have led to a better understanding of the status quo and its comparison to the impact of the training. However, as stated in Guise et al, [31] it would be difficult to undertake a pre-and post-programme comparison of the impact of the training on service userstaff interactions because of the transitory nature of ward personnel and "residents". Also because of the difficulty in separating out the impact of the training from the range of care and treatment of different service users on the wards.…”

Section: Limitationsmentioning

confidence: 99%

“…Ideally, these studies would include economic assessments. [31] Randomised controlled trials are required to determine the clinical and cost-effectiveness of other approaches to the enhancement of inpatient care which have begun to take root in the UK and elsewhere. [32] It should be known that this training programme is now embedded in the fabric of the Trust who agreed to take part in this study.…”

Section: Limitationsmentioning

confidence: 99%

Enhancing the therapeutic interaction skills of staff working in acute adult inpatient psychiatric wards: Outcomes of a brief intervention education programme

Chambers¹,

Kantaris²

2017

JNEP

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Background and objective: Clinical practice in acute inpatient environments is complex and demanding for clinical staff. To facilitate service user recovery, it is essential that personnel working in these environments are competent and confident in a range of therapeutic interaction skills, which can have impact in a brief period. This paper describes an exploratory study which determined the outcomes of a brief therapeutic engagement education and training short course for staff working in adult inpatient acute wards. As far as we know this was the first time, based on evidence from earlier research involving service users that Heron's Six Category Intervention Analysis and solution focused brief therapy (SFBT) have been combined in an education and training short course that was coproduced and delivered in partnership with service users for staff working in acute environments. Methods: The short course explored the myriad applications of the six categories of intervention initially proposed by Heron and the widespread applicability of SFBT. The programme evaluation adopted focus group methodology and examined: (1) how useful the training content was to daily practice and how relevant the skills learn were to interactions with service user residing on the ward; (2) the factors than helped enable the transference of the learning to the ward environment as well as any barriers; (3) personal learning; and (4) strengths of the learning experience and suggestions for improvement to the training and learning experience. Results: Feedback from participants reflected a high degree of skill and knowledge acquisition and enhancement. Staff found the content of the training useful and helpful to their daily practice as it aided in increasing confidence, therapeutic interventions and care-planning. Skills learnt by the trainees were considered relevant to interactions with service users residing on the ward. Factors that helped to enable encounters with service users, as well as the barriers, when transferring the learning to the ward environment were discussed and included managerial support, demand for beds, time, opportunity and staffing shortages. Regarding personal learning, staff reported feeling more able to connect with service users when employing SFBT techniques and Heron's intervention approaches and felt that the training validated their current working practice. Conclusions:The SFBT training appears to have provided an interactional communication toolkit for healthcare professionals and could be further embraced given the right circumstances e.g. managerial support and attitude change of nursing staff in general. Further research is needed to gain an understanding of the effect of short and concentrated education and training programmes aimed at staff members working within adult acute inpatient mental healthcare settings, as well as measuring whether the activity, i.e. healthcare professional-service user interactions, is meaningful to service user outcomes.

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Development, implementation and initial evaluation of narrative virtual patients for use in vocational mental health nurse training

Cited by 26 publications

References 31 publications

Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review

Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review

Virtual patient educational programme to teach counselling to clinical pharmacists: development and proof of concept

Enhancing the therapeutic interaction skills of staff working in acute adult inpatient psychiatric wards: Outcomes of a brief intervention education programme

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