SIMULATED PATIENT TRAINING FOR HEALTH ASSESSMENT IN A HIGH-FIDELITY NURSING SIMULATION

2019 ◽  
Author(s):  
Hao Bin Yuan
Keyword(s):  
Health Assessment ◽  
Simulated Patient ◽  
High Fidelity ◽  
Nursing Simulation

scholarly journals High-Fidelity Simulation Meets Athletic Training Education: An Innovative Collaborative Teaching Project

2014 ◽  
Vol 9 (2) ◽  
pp. 96-100 ◽  
Author(s):  
Elizabeth Palmer ◽  
Taylor Edwards ◽  
James Racchini
Keyword(s):  
Faculty Member ◽  
Athletic Training ◽  
Collaborative Teaching ◽  
Simulated Patient ◽  
High Tech ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Medical Conditions ◽  
Athletic Training Students ◽  
Nursing Simulation

High-fidelity simulation is frequently used in nursing education to provide students with simulated experiences prior to and throughout clinical coursework that involves direct patient care. These high-tech exercises take advantage of the benefits of a standardized patient or mock patient encounter, while eliminating some of the drawbacks experienced when using healthy “live” mock patients. These same technologies have the potential to benefit athletic training students (ATSs). The purpose of our project was to expand a partnership of interdisciplinary education for ATSs and integrate simulated patient encounters for ATSs enrolled in a general medical conditions in athletic training class. The project is a collaborative teaching experience that combines an athletic training faculty member, a nursing faculty member, and a nursing simulation specialist for skill training and assessment of clinical integration proficiencies (CIPs). With the introduction of the updated (CIPs) in the Fifth Edition Athletic Training Competencies document, opportunities exist to utilize high-fidelity simulation for training and assessments that may not occur during a student's clinical experience. Our athletic training program utilized the nursing simulation laboratory equipped with a high-fidelity manikin to simulate a student-athlete who suffers an asthma attack. Athletic training students, under the supervision of their faculty member and a simulation specialist, engaged in hands-on simulations to demonstrate CIPs related to respiratory assessment and intervention. The opportunity to combine expertise in medical conditions with the availability of high-fidelity simulation manikins presents opportunities for ATSs to experience patient encounters with conditions not frequently presented or difficult to stage in real-time clinical training. In conclusion, our project showcases an interdisciplinary collaboration that provides ATSs with learning experiences using emerging technology. Athletic training students were satisfied with the opportunity to engage in simulated patient encounters in this medical conditions class.

scholarly journals Development of student simulated patient training and evaluation indicators in a high-fidelity nursing simulation: a Delphi consensus study†

2021 ◽  
Vol 8 (1) ◽  
pp. 23-31
Author(s):  
Hao-Bin Yuan
Keyword(s):  
Analytic Hierarchy Process ◽  
Simulated Patient ◽  
High Fidelity ◽  
Delphi Consensus ◽  
Analytic Hierarchy ◽  
Training Content ◽  
Nursing Simulation ◽  
Role Portrayal ◽  
And Performance ◽  
Hierarchy Process

Abstract Objective This study is aimed to develop student simulated patient (SSP) training content and evaluation indicators, and further explores their validity and reliabilities. Methods Delphi consultations with 20 nursing experts were conducted. The weights of indicators were calculated through the analytic hierarchy process. SSP training was conducted with a high-fidelity nursing simulation. Results The expert positive coefficients were 0.952 in the first round consultation and 1.00 in the second round consultation. The expert authority coefficient was reported as 0.87. The training included role and responsibility of simulated patient (SP), script interpretation, plot performance, and training for a rater, with a total of 17 indicators. SSP evaluation consisted of disease knowledge, role portrayal, and performance fidelity and since being a rater, it consists of 20 indicators in total. The coordination coefficients of two rounds of consultation ranged from 0.530 to 0.918. The content validity of SSP evaluation indicators was 0.95. The inter-rater reliability was reported as 0.866, and the internal consistency established using Cronbach’s α was 0.727. Conclusions Students as SPs should have first-hand knowledge and experience within the simulated scenarios. SSP training content and evaluation indicators were determined through the Delphi consensus combined with analytic hierarchy process. The evaluation indicators were valid and reliable, and provided the objective and quantifiable measurements for SSP training in nursing.

Beginning and advanced students’ perceptions of the use of low- and high-fidelity mannequins in nursing simulation

2016 ◽  
Vol 36 ◽  
pp. 37-43 ◽  
Author(s):  
Tulay Basak ◽  
Vesile Unver ◽  
Jacqueline Moss ◽  
Penni Watts ◽  
Vanessa Gaioso
Keyword(s):  
High Fidelity ◽  
Advanced Students ◽  
Nursing Simulation

scholarly journals Evaluation of undergraduate students’ nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient†

2021 ◽  
Vol 8 (2) ◽  
pp. 159-168
Author(s):  
Hao-Bin Yuan
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Clinical Examination ◽  
Simulated Patient ◽  
Discrimination Index ◽  
Objective Structured Clinical Examination ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Nursing Assessment ◽  
Convenience Sample

Abstract Objective To evaluate nursing students’ assessment and communication skills through an objective structured clinical examination (OSCE) within a high-fidelity simulation using a student-simulated patient (SSP) and analyze the validity, reliability, degree of difficulty, and discriminability of the OSCE. Methods A descriptive study was conducted at one nursing school in Macao. All scenarios were designed using a high-fidelity simulator combined with SSPs. A convenience sample of 54 baccalaureate nursing students completed the OSCE. The nursing assessment OSCE checklist (NAOC) and the communication evaluation rubric (CER) were used as observational measurements with three-point Likert scales (2 = Achieved, 1 = Partly achieved, 0 = Not completed/Incorrect). Results Difficulty coefficients of the exam were 0.63 for nursing assessment skills and 0.56 for communication skills. The discrimination index of the majority items of the NAOC (86.4%) was >0.20, showing a better to good discriminability. The items of the CER had satisfactory indexes of item discrimination (from 0.38 to 0.84). Students received high scores in conducting blood oxygen saturation and cardiac and lung auscultation but low scores in vomiting and diarrhea assessment. Students presented good communication skills in eye contacting and listening, but culture assessment needs to be improved. The students with experiences in simulation or simulated patient (SP) interactions had better assessment and communication skills than students without those experiences. There was a positive relationship between nursing assessment and communication skills (r = 0.67, P = 0.000). Conclusions SSPs were involved in enhancing the realism of interactions in simulated scenarios. Nursing students can conduct nursing assessments specific to patient conditions, explain the conditions to the patient, and ensure that the patient remains informed at all times of the precautions to be taken. However, students’ cultural awareness and some communication skills need further training. With moderate difficulty and high discrimination index, OSCE showed satisfactory reliability and validity.

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