Using standardized patients in enhancing undergraduate students' learning experience in mental health nursing

Goh, Yong‐Shian; Selvarajan, Sunil; Chng, Mui-Lee; Tan, Chee-Shiong; Klainin‐Yobas, Piyanee

doi:10.1016/j.nedt.2016.08.005

Cited by 69 publications

(47 citation statements)

References 28 publications

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“…While formative in nature, 96.5% students remarked how helpful it was to hear that they said. Moreover, the students expressed how valuable formative feedback from the SPs was to them, consistent with the literature [15,20,21]. Faculty were elated to observe how engaged the students were during the feedback session.…”

Section: Discussionsupporting

confidence: 52%

“…Having the students perform psychomotor tasks on the SP enabled them to reflect on their actions and adjust based on the SP's responses. This application sought to bridge classroom learning and clinical practice [15,20,22,23]. One student remarked "Having the SP really helped implement what I've been learning in class to working with a patient".…”

Section: Discussionmentioning

confidence: 99%

“…By definition, using standardized patients ensures that all students get a similar experience. It has been found to help improve students' communication skills as well as give them an opportunity to practice their hands-on skills in realistic situations [14,15]. In fact, the use of SPs prior to clinical rotations improved the students' perceptions of their preparedness for clinic [16].…”

Section: Introductionmentioning

confidence: 99%

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Teaching Students the Art of Working with Patients with Cognitive Impairments: A Comparison between the Use of Standardized Patients vs a One-time Clinical Experience

Varrecchia¹,

Maritz²

2020

Phys Ther Rehabil

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Background: Working with individuals with cognitive impairment can be an uncomfortable experience for students in the health professions. Using a one-time clinical experience to expose them to this population is a common strategy used to increase comfort and improve skills. Unfortunately, relying on outside facilities to provide this experience introduces variability that can negatively affect outcomes. Objective: The purpose of this study was to compare the outcomes associated with a standardized patient (SP) encounter with a one-time clinical education experience in order to determine the optimal learning opportunity for students. Methods: Eighty-two DPT students participated in a session where they practiced communication skills and assessment procedures on individuals simulating cognitive impairment. Each group of students performed a brief interview with the SP, administered the Mini-Cog test to screen for cognitive impairment, and completed two performance-based functional outcome measures common in physical therapy. At the completion of the session the SPs stepped out of character and gave the student groups verbal feedback about their performance. Feedback was focused on student communication skills and ability to provide clear instructions while adapting to changes in the SP's cognition. Results: In order to assess the overall effectiveness of the SP experience, we compared learning outcomes with the one-time clinical experience. The total number of students participating in one of these experiences between 2016 and 2018 was 219. A strong positive trend of improvement is seen between each of the years and between the clinical site and standardized patient experiences. The ability to perform cognitive tests was considerably higher with the SPs than the clinical experiences. Chi-square tests of independence were used to compare students who reported achieving each of the goals of the activity and those who did not across each of the years. Significant relationships were found between achievement of outcomes and the year of participation and type of experience for all five outcomes reported. Effect size surpassed Cohen's definition of "small" (Cramer's V ≥ 0.1) for all five outcomes. Effect size was largest for "performed cognitive tests," with 2 (2, N=219)=74.24, p<0.00001 and =0.58. Student comments regarding each of the experiences was analyzed and compared using qualitative methods. Unique to 2018, was the emergence of the word "feedback." The opportunity to receive feedback was cited in 31 comments in the 2018 SP encounter. Other words emerging in 2018 include "real," "realistic," "convincing," and "accurate". Conclusion: Overall, there was high level of agreement among the students that the SP experience helped them recognize cognitive impairment and communicate with individuals with cognitive impairment. Students strongly agreed that the SP portrayal was realistic and that the feedback they provided was valuable to their learning. When comparing the SP encounter to the one-time clinical experience, f...

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Section: Discussionsupporting

confidence: 52%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching Students the Art of Working with Patients with Cognitive Impairments: A Comparison between the Use of Standardized Patients vs a One-time Clinical Experience

Varrecchia¹,

Maritz²

2020

Phys Ther Rehabil

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“…Five studies examined outcomes among baccalaureate nursing students and one (Schwindt & McNelis, 2015) among graduate PMH nursing students. Four studies were conducted in United States, one in Singapore (Goh, MCouns, Chng, Tan, & Yobas, 2016), and one in South Korea (Y.-U. Choi, 2012).…”

Section: Research Studiesmentioning

confidence: 99%

Review of Use of Standardized Patients in Psychiatric Nursing Education

Goodman

Winter

2017

J Am Psychiatr Nurses Assoc

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“…[9,14,15] Lack of clinical sites, a shortage of patient opportunities for student learning, and the need for students to prepare for the transition into professional practice have created the demand for faculty to develop more realistic simulations. [12] Autism Spectrum Disorder (ASD) presents with a range of conditions characterized by challenges in social skills, repetitive behaviors, and verbal and non-verbal communication.…”

Section: Introductionmentioning

confidence: 99%

A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

McIntosh

Thomas²,

Edwards³

2018

JNEP

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Simulated clinical experiences are an alternative to on-site clinical training. Focused simulations allow for teaching, clinical feedback, and adjustments in patient interaction strategies conducted in controlled real-time environments. Simulations allow nursing students to develop skill acquisition, improve critical thinking, problem-solving, and decision making especially when using a standardized patient (SP). The International Organization for Clinical Simulation and Learning defines and SP as an individual specifically educated to depict a patient or person with a particular condition or behavior in a realistic, consistent and repeatable method and educated to consistently represent a patient or person in a scripted situation to instruct, practice, and evaluate. While there is a plethora of information about the participants experience with the simulation process little is known about the SP's personal experience. This paper discusses the standardized patient's experience and the faculty viewpoints after several autism simulations were implemented.

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Using standardized patients in enhancing undergraduate students' learning experience in mental health nursing

Cited by 69 publications

References 28 publications

Teaching Students the Art of Working with Patients with Cognitive Impairments: A Comparison between the Use of Standardized Patients vs a One-time Clinical Experience

Teaching Students the Art of Working with Patients with Cognitive Impairments: A Comparison between the Use of Standardized Patients vs a One-time Clinical Experience

Review of Use of Standardized Patients in Psychiatric Nursing Education

A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

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