scholarly journals Role-Play versus Standardised Patient Simulation for Teaching Interprofessional Communication in Care of the Elderly for Nursing Students

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 46
Author(s):  
Alda Elena Cortés-Rodríguez ◽  
Pablo Roman ◽  
María Mar López-Rodríguez ◽  
Isabel María Fernández-Medina ◽  
Cayetano Fernández-Sola ◽  
...  
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Self Efficacy ◽  
Elderly Care ◽  
Role Play ◽  
Patient Simulation ◽  
Interprofessional Communication ◽  
Post Test ◽  
Standardised Patient

This study aims to describe and compare the effects of standardised patient simulation and role-play in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students. In this controlled clustered randomised trial, 121 nursing students attended a workshop on interprofessional communication in elderly care using role-play or standardised patient simulation. The study was conducted between September 2017 and February 2018. Participants’ knowledge, self-efficacy and communication skills were assessed using a simulated scenario at pre-test, post-test and 6-week follow-up points. Between-subject and within-subject differences were measured using counts and proportions of participants who achieved competence. Regardless of the strategy applied, a significant improvement in knowledge, skills, self-efficacy and overall interprofessional communication competence was found between pre-test and post-test. Moreover, there were significant differences between pre-test and follow-up for all the studied variables, but no differences were found between post-test and follow-up. Lastly, when comparing the success rates of both strategies, no significant differences were observed (p > 0.05). In conclusion, standardised patient simulation and role-play have been shown to promote an improvement on knowledge, self-efficacy and interprofessional communication skills in nursing students, although it is not possible to state which strategy is the most adequate for teaching this competency.

scholarly journals Efficacy of a Standardised Patient Simulation Programme for Chronicity and End-of-Life Care Training in Undergraduate Nursing Students

2021 ◽  
Vol 18 (21) ◽  
pp. 11673
Author(s):  
Silvia Escribano ◽  
María José Cabañero-Martínez ◽  
Manuel Fernández-Alcántara ◽  
Sofía García-Sanjuán ◽  
Rafael Montoya-Juárez ◽  
...  
Keyword(s):  
Nursing Students ◽  
End Of Life ◽  
Communication Skills ◽  
Self Efficacy ◽  
End Of Life Care ◽  
Patient Simulation ◽  
Life Care ◽  
Informative Communication ◽  
Simulation Programme ◽  
Standardised Patient

Background: Standardised patient simulations seem to be useful for improving the communication skills of health sciences students. However, it is important to define the effectiveness of these types of interventions in complex scenarios linked to disease chronicity and end-of-life contexts. Methods: A quasi-experimental study with pre- and post-intervention measures was carried out in a single group. A total of 161 nursing students completed different assessment instruments to measure their attitudes towards communication (Attitude Toward Communication Scale), self-efficacy (Self-Efficacy of Communication Skills, SE-12), and communication skills (Health Professionals Communication Skills Scale, EHC-PS) before and after simulation training with standardised patients. The objective of the program was to train students in non-technical skills for complex situations involving chronicity and end-of-life care. It comprised eight sessions lasting 2.5 h each. Results: The results showed notable baseline gender differences in attitudes towards communication and in the informative communication dimension, with women obtaining higher scores. The participants’ self-efficacy and communication skills significantly improved after completing the intervention, with no significant differences being found for the attitudes towards communication variable. Conclusion: The standardised patient simulation programme for complex scenarios related to chronicity and end-of-life contexts improved communication self-efficacy and communication skills in these nursing students. In future work it will be important to analyse the influence of gender and attitudes towards communication as variables in the learning of communication skills in nursing students.

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

scholarly journals Virtual Role-play: Middle School Educators Addressing Student Mental Health

2019 ◽  
Vol 6 (6) ◽  
pp. 546-557 ◽  
Author(s):  
Jane Timmons-Mitchell ◽  
Glenn Albright ◽  
Jeremiah McMillan ◽  
Kristen Shockley ◽  
Seungjong Cho
Keyword(s):  
Mental Health ◽  
Middle School ◽  
At Risk ◽  
Suicide Prevention ◽  
Self Efficacy ◽  
Role Play ◽  
Post Test ◽  
Suicide Prevention Training ◽  
The Impact

Objectives: In this study, we examined the impact of a virtual training program, Kognito At-Risk role-play simulation, on the mental health and suicide prevention gatekeeping skills of middle school educators. Methods: The validated Gatekeeper Behavior Scale was administered to 33,703 participants at baseline, post-training and follow-up. Helping behaviors were measured at baseline and follow-up. We also assessed preparedness, likelihood, and self-efficacy concerning leading conversations with youth about bullying and suicide. Results: Participants showed positive change from pre-test to 3-month follow-up on variables of interest. Hotelling's T2 test indicated that, as a set, gatekeeper attitudes of preparedness, likelihood, and self-efficacy differed between pre-test and post-test, F (3, 33,512) = 16,283, p < .001, η2 partial = .59. Number of students about whom gatekeepers were concerned (p < .05), number of students approached to discuss concerns (p < .001), and number of students referred to support services (p <.001) increased significantly with training. Conclusions: The At-Risk simulation shows promise in detecting and referring students in psychological distress, including risk of suicide. Fidelity is maintained because the program cannot be altered. At-Risk can be an effective and affordable way to provide suicide prevention training for those working in schools.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

scholarly journals Grandparent Resilience: Improving Self-Efficacy in Grandparents Raising Grandchildren

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 510-510
Author(s):  
Aimee Fox ◽  
Nathaniel Riggs ◽  
Loriena Yancura ◽  
Christine Fruhauf
Keyword(s):  
Self Efficacy ◽  
Emotional Health ◽  
Well Being ◽  
Individual Variability ◽  
Health Issues ◽  
Grandparents Raising Grandchildren ◽  
Post Intervention ◽  
Paired Samples ◽  
Post Test

Abstract Grandparents often protect against childhood trauma and promote resilience through their nurturance, love, and support when raising grandchildren. Despite the beneficial role grandparents have on their grandchildren, grandparents may experience challenges of their own, including physical, mental, and emotional health issues, lack of resources, and social isolation. Few interventions exist to help grandparents successfully adapt to the challenges they face as primary parenting figures. The purpose of this study was to test preliminary efficacy of a strengths-based intervention for grandparents raising grandchildren aimed at increasing self-care behaviors, managing emotions, and connecting to community resources. Grandparents (N = 137) providing primary care to grandchildren were recruited to participate in a single-group, pre- and post-test design, 6-week intervention. Self-efficacy was assessed at baseline, post-intervention, and at a 6-month follow-up. To evaluate who the intervention might be most beneficial for, grandparents’ service knowledge, perceived support from others, and length of care provided, measured at baseline, were analyzed for moderating effects. Results of paired-samples t-tests reveal significant increases in self-efficacy (p = .013) from baseline to post-test, which were maintained at the 6-month follow-up (p = .010). Hierarchical multiple regression showed interaction effects of the hypothesized moderators were not significant, indicating improvements in self-efficacy regardless of individual variability at baseline. As demonstrated, interventions can be effective at increasing self-efficacy in grandparents raising grandchildren and strengths-based approaches have the potential to provide universal benefits to grandparents, thus improving functioning in grandfamilies and promoting the health and well-being of grandparents and their grandchildren.

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Diana Jiménez-Rodríguez ◽  
Mercedes Pérez-Heredia ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Virtual Simulation ◽  
Emotional Understanding ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

scholarly journals Enhancing Social-Skills through Social Learning Intervention among Rural Underprivileged Adolescents

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Prof. Dr. A. Velayudhan ◽  
Palanisamy. V
Keyword(s):  
Social Learning ◽  
Rural Area ◽  
Communication Skills ◽  
Life Skills ◽  
Tamil Nadu ◽  
Leadership Skills ◽  
Training Session ◽  
Learning Intervention ◽  
Post Test

Rural underprivileged youth from India are mostly failing to get decent job due to lack of life-skills. The chances are very less for rural underprivileged adolescents to acquire necessary skills from their cultural context. Hence Indian Adolescents from rural area presently requiring basic life skills for complete their education effectively and get a suitable job in India or abroad. As attaining this task present study examined the effectiveness of social learning intervention on enhancing self-leadership skills and communication skills among rural adolescents. Purposive sampling method was used to select the sample (N=50), it included 25 female and 25 male adolescents from underprivileged category. The sample was selected from the Government higher secondary school located in rural area of Coimbatore district in Tamil Nadu. This study consists following four phases which are Pre-test, Intervention, Post-test, and follow up phases. The social learning intervention was designed based on Bandura’s social learning theory therefore modeling, role play, and constructive feedback methods were used. Weekly one training session was taken totally 12 training sessions, 2 hour for each session. Revised self-leadership questionnaire and communication locus of control scale were used to collect the data in pre-test, post-test, and follow up phases. Mean, SD, repeated measure of ANOVO and Post-Hoc test was used to analysis the data and the results shows that self-leadership skills and communication skills was significantly improved after social learning intervention.

Intervention Mediators in a Randomized Controlled Trial to Increase Physical Activity and Fatigue Self-management Behaviors Among Adults With Multiple Sclerosis

2019 ◽  
Author(s):  
Matthew Plow ◽  
Robert W Motl ◽  
Marcia Finlayson ◽  
Francois Bethoux
Keyword(s):  
Physical Activity ◽  
Multiple Sclerosis ◽  
Goal Setting ◽  
Self Efficacy ◽  
Outcome Expectations ◽  
Step Count ◽  
Self Management ◽  
Post Test ◽  
The Impact

Abstract Background People with multiple sclerosis (MS) often experience fatigue, which is aggravated by inactivity. Identifying mediators of changes in physical activity (PA) and fatigue self-management (FSM) behaviors could optimize future interventions that reduce the impact of MS fatigue. Purpose To examine the effects of telephone-delivered interventions on Social Cognitive Theory constructs and test whether these constructs mediated secondary outcomes of PA and FSM behaviors. Methods Participants with MS (n = 208; Mean age = 52.1; Female = 84.6%) were randomized into contact–control intervention (CC), PA-only intervention, and PA+FSM intervention. Step count (Actigraphy) and FSM behaviors as well as self-efficacy, outcome expectations, and goal setting for PA and FSM were measured at baseline, post-test (12 weeks), and follow-up (24 weeks). Path analyses using bias-corrected bootstrapped 95% confidence intervals (CI) determined whether constructs at post-test mediated behaviors at follow-up when adjusting for baseline measures. Results Path analysis indicated that PA-only (β = 0.50, p < .001) and PA+FSM interventions (β = 0.42, p < .010) had an effect on goal setting for PA, and that PA + FSM intervention had an effect on self-efficacy for FSM (β = 0.48, p = .011) and outcome expectations for FSM (β = 0.42, p = .029). Goal setting for PA at post-test mediated the effects of PA-only (β = 159.45, CI = 5.399, 371.996) and PA + FSM interventions (β = 133.17, CI = 3.104, 355.349) on step count at follow-up. Outcome expectations for FSM at post-test mediated the effects of PA + FSM intervention on FSM behaviors at follow-up (β = 0.02, CI = 0.001, 0.058). Conclusions Goal setting for PA and outcome expectations for FSM may be important constructs to target in telephone-delivered interventions designed to reduce the impact of MS fatigue. Trial registration Clinicaltrials.gov (NCT01572714)

scholarly journals A HOME-VISIT PILOT INTERVENTION TO PROMOTE COMMUNICATION SKILLS AND WELL-BEING FOR DEMENTIA FAMILY CAREGIVERS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S676-S676
Author(s):  
Jung-Ah Lee ◽  
Priscilla Kehoe ◽  
Lisa Gibbs
Keyword(s):  
Family Caregivers ◽  
Communication Skills ◽  
Caregiver Burden ◽  
Self Efficacy ◽  
Home Visit ◽  
Home Visits ◽  
Well Being ◽  
Rank Test ◽  
Positive Effects

Abstract Dementia takes a significant toll on caregivers resulting in their suffering from chronic stress and depression due to responsibility for care for persons with dementia (PWD). Behaviors of PWD could be aggravated by inappropriate responses by family caregivers such as correcting PWD’s memories. The study purpose is to examine the feasibility of a home-visit-based intervention designed to promote communication skills with PWD and well-being in family caregivers. This pilot study used a single-arm experimental pre-post design to test the feasibility of 4 weekly home visits for 13 female family caregivers in Southern California (spouse, n=7; adult children, n=6; mean age=64.3, ranging 46-82). Trained home visitors used video scenarios for behavioral education for caregivers. All caregivers completed the entire home visit program. Significantly caregiver burden was decreased from baseline (M(SD)=51.38(4.58)) to follow-up at 5 weeks (M=43.31(5.67), Wilcoxon signed rank test: p=.04). Additionally, caregiver-reported PWD’s negative behaviors were reduced from baseline to follow-up (Mbase=22.31(3.52), Mfolllowup=19.31(4.4), p=.13). There were other improvements (non-significant) in greater caregiver self-efficacy and less depressive symptoms from baseline to follow-up. Caregiver satisfaction with the intervention was high (M=4.6(0.65) of 5). Qualitatively, participants appreciated the home visits for educational sessions and welcomed the empathy provided. Caregivers expressed better communications and responsiveness to the PWDs. The results showed the home-visit-based caregiver intervention was feasible and had a potential effectiveness on reduction of caregiver burden and possibly on self-efficacy and well-being. A larger-scale study will be needed to demonstrate long term positive effects on caregiver interactive skills and their well-being.

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