Standardized Patients Portraying Parents in Pediatric End-of-Life Simulation

Aldridge, Michael D.

doi:10.1016/j.ecns.2017.05.012

Cited by 14 publications

(10 citation statements)

References 18 publications

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“…However, issues related to involving standardized child patients in medical education training programs have seldom been addressed. Some healthcare professions, such as dentistry and nursing, have recently used standardized child patients in their professional clinical skill simulation training, as these professionals provide many services for children [ 30 , 31 ]. Occupational therapy also provides services for children.…”

Section: Discussionmentioning

confidence: 99%

Investigating the Effectiveness of Using a Situated Simulation-Based Program to Improve Occupational Therapy Students’ Interactions and Observation Skills with Children

Hung

Lin

2021

Occupational Therapy International

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Purpose. Interaction and observation are critical skills for occupational therapists who work with pediatric clients. The objective of this study was to investigate whether using standardized child patients within a situated simulation-based (SSB) program increases students’ knowledge and clinical skills when working with children in occupational therapy. Materials and Methods. This controlled trial with multiple measures recruited students from the pediatric occupational therapy curriculum enrolled in an SSB program in consecutive academic years ( n = 62 ). Experimental group students participated in a simulation experience with video training sessions, followed by an SSB exam with standardized child patients; the control group performed the video training simultaneously. Quantitative outcomes included quizzes to measure clinical knowledge, video training scores, and a situated simulation exam to assess clinical skills. Results. The experimental group had a significantly higher postwritten quiz scores than the control group; the video training scores were not significantly different between groups. Linear regression analysis showed a significant association between the SSB exam and postwritten quiz scores ( β = 0.487 , p = 0.017 ). The experimental group had a total pass rate of 65.6% for the SSB exam. The communication and interaction pass rate was 53.1%; the basic evaluation rate was 68.8%, implying that communication/interaction skills are hard to simulate from video training alone; therefore, the authentic fidelity of the SSB program needs to improve further to enhance learning. Conclusions. The SSB program with standardized child patients improved students’ clinical knowledge and skills more than lectures and practice alone. Using standardized child patients in programs or exams appears to positively influence students’ performance. Situated simulation-based learning that allows the realistic practice of observation and communication skills may enhance students’ clinical competency. Future research should develop standard training methods and evaluation processes in high-fidelity simulations for generalized use in other occupational therapy programs.

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Section: Discussionmentioning

confidence: 99%

Investigating the Effectiveness of Using a Situated Simulation-Based Program to Improve Occupational Therapy Students’ Interactions and Observation Skills with Children

Hung

Lin

2021

Occupational Therapy International

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“…Three studies described a simulation intervention (Aldridge, 2017;Searl et al, 2014;Zimmermann & Alfes, 2019). Two of the studies did this using anecdotal evidence and one using a qualitative evaluative approach.…”

Section: Descriptive Studiesmentioning

confidence: 99%

A Systematic Scoping Review and Textual Narrative Synthesis of Undergraduate Pediatric Nursing Simulations: What, Why, and How?

Essex

Malamateniou

Narramore

et al. 2021

Clinical Simulation in Nursing

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“…The term "standardized" does not imply that a conversation is entirely scripted or inflexible; in fact, many standardized portrayals result in improvisational, unique, and organic conversations. Standardized portrayals imply that the personnel involved have undergone formal training, which may include orientation to situational and psychosocial background, [31][32][33] standardization of respective role representation and emotional tone, 7 explanation of explicit goals and objectives, 7 and standardization of feedback techniques. 7 Programs using a standardized approach included those that employed standardized patients (SPs) (from established simulation centers or SP programs ), 12,24,26,[34][35][36] hired actors, [5][6][7][8]14,16,[37][38][39] actual trained parents, 2,9,25,40 or trained children and adolescents.…”

Section: Simulationmentioning

confidence: 99%

“…SBL-CS can take many forms, often focusing on one specific situational context in which to improve skills. For example, there were educational interventions focused solely on breaking bad news, 6,7,25,30,36,37,41 disclosing medical error, 42 discussing end-of-life and palliative care, 11,15,17,23,33,35,38,39,43 interviewing in a patient-centered manner, 9,44 and promoting cultural competency. 26,45 There were other educational curricula that simulated difficult conversations in more than one context and included multiple scenarios such as end-of-life care, medication error, child abuse, and vaccine hesitancy.…”

Section: Contextmentioning

confidence: 99%

“…Those that did mentioned Kolb's experiential learning theory, 11,16 Knowles' adult learning theory, 38 and King's theory of goal attainment. 28 Two nursing studies applied the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice in Simulation, 17,33 which states that in developing an SBL-CS intervention, a theoretical and/or conceptual framework should be explicitly chosen. 50 A robust example of the application of a novel learning theory that emphasizes PFCC by way of countering the degradation of humanistic behaviors comes from the Institute for Professional and Ethical Practice at Harvard Medical School.…”

Section: Learning Theorymentioning

confidence: 99%

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Improving Patient- and Family-Centered Communication in Pediatrics: A Review of Simulation-Based Learning

Peterson¹,

Calhoun²

2021

Pediatr Ann

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Patient-and family-centered care focuses on relationships among patients, families, and health care providers that are mutually beneficial and improve health care outcomes and provider satisfaction. Building relationships is a key component of the provision of excellent health care and can be taught and enhanced through simulation-based communication skills training. This article reviews the available literature on simulation-based learning as used to improve patient-and family-centered communication in the discipline of pediatrics. In this narrative review, we examine the various methods, theories, and frameworks on which simulation-based learning for communication skills are built with the goal of assisting pediatric providers in using this powerful educational technique.

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Standardized Patients Portraying Parents in Pediatric End-of-Life Simulation

Cited by 14 publications

References 18 publications

Investigating the Effectiveness of Using a Situated Simulation-Based Program to Improve Occupational Therapy Students’ Interactions and Observation Skills with Children

Investigating the Effectiveness of Using a Situated Simulation-Based Program to Improve Occupational Therapy Students’ Interactions and Observation Skills with Children

A Systematic Scoping Review and Textual Narrative Synthesis of Undergraduate Pediatric Nursing Simulations: What, Why, and How?

Improving Patient- and Family-Centered Communication in Pediatrics: A Review of Simulation-Based Learning

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