Transgender Standardized Patient Simulation: Management of an Oncological Emergency

2019 ◽  
Vol 30 (6) ◽  
pp. 627-635 ◽  
Author(s):  
Eda Ozkara San ◽  
Rhonda Maneval ◽  
Randy E. Gross ◽  
Patricia Myers
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Patient Simulation ◽  
Culturally Sensitive ◽  
Standardized Patient ◽  
Culturally Sensitive Care ◽  
Oncological Emergency ◽  
Program Of Study ◽  
Assessment Survey ◽  
Transgender Patient

Introduction: This article describes the development process of Transgender Standardized Patient Simulation (TSPS) as an innovative cultural competence education and its pilot testing as part of the students’ program of study. The multidimensional education strategy, TSPS, aimed to improve students’ knowledge, skills, attitudes, and confidence in providing culturally sensitive care to a transgender patient experiencing an oncological emergency. Methodology: The design of the TSPS followed the cultural competence and confidence model and international simulation guidelines. Content validity of the TSPS was established. As our usual simulation assessment survey, the adapted simulation effectiveness tool–modified was used to evaluate if the TSPS met with students’ learning need. Results: Participants ( n = 32) strongly agreed that the TSPS met with their learning expectations and needs and improved their ability to provide culturally sensitive care. Discussion: Training and practice in this area is much needed and well-received by nursing students and faculty.

scholarly journals Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy Perceptions

2018 ◽  
Vol 30 (3) ◽  
pp. 291-302 ◽  
Author(s):  
Eda Ozkara San
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Self Efficacy ◽  
Patient Simulation ◽  
Standardized Patient ◽  
Culturally Competent ◽  
Education Strategy ◽  
Guidelines And Standards ◽  
Recommended Guidelines ◽  
Cultural Competence Education

Introduction: Standardized patient simulation can be an effective strategy to foster cultural competence education. Methodology: Guided by the Cultural Competence and Confidence Model, this grant-funded, longitudinal, one-group, pretest and posttest study used the Transcultural Self-Efficacy Tool (TSET) to examine the effect of the Diverse Standardized Patient Simulation (DSPS) cultural competence education strategy on students’ ( n = 53) transcultural self-efficacy. Developed by following recommended guidelines and standards, the DSPS had content validity review. It aimed to improve students’ knowledge, skills, and attitudes with regard to providing culturally competent nursing care. The statistical methods included t-tests, McNemar’s test, correlation analyses, and Mann–Whitney U-test. Results: The DSPS influenced statistically significant changes (increase) in students’ transcultural self-efficacy perceptions ( p < .05). All students regardless of background benefited from formalized cultural competence education. Discussion: Evidence-based strategies such as the DSPS can offer a valuable guide for educators to foster cultural competence education.

scholarly journals Evaluating self-efficacy and personality differences of nursing students in clinical simulation

2020 ◽  
Vol 10 (9) ◽  
pp. 12
Author(s):  
Constance E. McIntosh ◽  
Maria E. Hernandez-Finch ◽  
Cynthia M. Thomas ◽  
W. Holmes Finch ◽  
Asia R. Hulse ◽  
...  
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Short Form ◽  
Communication Strategies ◽  
Patient Simulation ◽  
Autism Spectrum ◽  
Standardized Patient ◽  
Problem Solving Skills ◽  
Clinical Simulation ◽  
Personality Differences

Background: This present research was conducted to evaluate the efficacy of a clinical simulation where senior nursing students cared for a standardized patient with Autism Spectrum Disorder (ASD). The goal of the simulation was to teach the nursing students how to work with children with autism. In addition, the study aimed to determine if individual differences in personality affect students’ abilities to complete the simulation and how a student’s personality may affect their perceptions of the simulation. Projected outcomes included learning the use of appropriate communication strategies, improved assessment skills, prioritization of care, development of problem-solving skills, and decision-making abilities when dealing with children with ASD.Methods: Simulations are verified as effective training mechanisms to increase students’ self-efficacy in multiple nursing settings. Therefore, seventy-five senior baccalaureate nursing students completed the standardized patient simulation for care of an individual with ASD. The effect on the students’ self-efficacy was measured using the Occupational and Academic Self-Efficacy for Nursing Measure, the IPEP-NEO short form, and an ASD simulation study questionnaire.Results and conclusions: Logistic regression was used to investigate the relationship between personality measures and experience with ASD. The higher the openness and extraversion scores the more likely respondents were to disclose positive benefits in relation to expectations, communication strategies, teamwork, and reflection.

scholarly journals EFFECTIVENESS OF STANDARDIZED PATIENTS AND ROLE-PLAY SIMULATION METHODS IN IMPROVING SELF-CONFIDENCE AND THERAPEUTIC COMMUNICATION SKILLS OF NURSING STUDENTS

2020 ◽  
Vol 9 (1) ◽  
pp. 9-15
Author(s):  
Bagus Dwi Cahyono ◽  
Ida Zuhroidah ◽  
Mokhammad Sujarwadi
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Role Play ◽  
Patient Simulation ◽  
Standardized Patients ◽  
Simple Random Sampling ◽  
Standardized Patient ◽  
Simulation Methods ◽  
Therapeutic Communication ◽  
Self Confidence

Background: Communication skills are critical skills that must be possessed by nurses because communication is a dynamic process that is used to collect assessment data, provide education or health information to influence clients to apply it in life, show caring, provide comfort, foster self-confidence and, value respect - client value. Nurses in communicating with clients must have high confidence in the effect of these communications.Objectives: The purpose of this study was to analyze the differences in the effect of standardized patient simulation methods and role play in increasing self-confidence and therapeutic communication skills of students of the Nursing Academy of Pasuruan.Methods: The design of this study is the quasi experimental study. There are two therapeutic communication training groups. Group A uses a Standardized Patient (SP) and, Group B uses the role play (RP) method. The population in this study were students of the Nursing Academy of Pasuruan, and the sample was taken by simple random sampling with a sample size group of 16 standardized patients and a roleplay group of 16 people. The measuring instrument used was an observation sheet on therapeutic communication skills and a questionnaire on confidence in therapeutic communication. The effectiveness of the two methods was analyzed by the non-parametric test, namely the Mann Whitney test, to test 2 unpaired samples.Results: The results of this study indicate that there are differences in standardized patient methods and role play on self-confidence and therapeutic communication skills in nursing academy students who are statistically significant at 0.03 (p=0.05).Conclusion: The standardized patient method is more effective in increasing self-confidence and therapeutic communication skills in nursing academy students compared to the roleplay method. Keywords: Standardized Patient, Roleplay, Therapeutic Communication, Self-Confidence

Sign in / Sign up

Export Citation Format

Share Document