Human Patient Simulations

2017 ◽  
pp. 452-480
Author(s):  
Grace N. Onovo
Keyword(s):  
Self Efficacy ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Cognitive Domain ◽  
Human Patient ◽  
Patient Simulations ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Anxiety Levels ◽  
Human Patient Simulations

The relationship between self-efficacy (self-confidence) and anxiety levels, and the use of Human Patient Simulations (HPS) as a teaching-learning strategy, has not been sufficiently studied in the area of clinical nursing education. The purpose of this chapter is to evaluate the self-efficacy/self-confidence and anxiety levels in clinical skills performance of undergraduate nursing students, pre-use and post-use of Human Patients Simulations (HPS), as a teaching and learning strategy in maternity nursing. The study used a quantitative, pre-experimental, one group study design with a pretest and posttest experiment in data collection. The findings concluded that HPS reduced anxiety and increased self-efficacy/self-confidence in clinical skills performance and decision-making of the participants. In addition, the study found that the participants had difficulties in tasks performance with the following action verbs associated with the cognitive domain of Bloom's taxonomy. The verbs were “identify,” “apply,” and “analyze.”

Human Patient Simulations

2014 ◽  
pp. 233-261
Author(s):  
Grace N. Onovo
Keyword(s):  
Self Efficacy ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Cognitive Domain ◽  
Human Patient ◽  
Patient Simulations ◽  
Undergraduate Nursing ◽  
Self Confidence ◽  
Anxiety Levels ◽  
Human Patient Simulations

The relationship between self-efficacy (self-confidence) and anxiety levels, and the use of Human Patient Simulations (HPS) as a teaching-learning strategy, has not been sufficiently studied in the area of clinical nursing education. The purpose of this chapter is to evaluate the self-efficacy/self-confidence and anxiety levels in clinical skills performance of undergraduate nursing students, pre-use and post-use of Human Patients Simulations (HPS), as a teaching and learning strategy in maternity nursing. The study used a quantitative, pre-experimental, one group study design with a pretest and posttest experiment in data collection. The findings concluded that HPS reduced anxiety and increased self-efficacy/self-confidence in clinical skills performance and decision-making of the participants. In addition, the study found that the participants had difficulties in tasks performance with the following action verbs associated with the cognitive domain of Bloom's taxonomy. The verbs were “identify,” “apply,” and “analyze.”

Training the Anesthesiologist Trainer: Enhancing the Quality of Feedback during Human Patient Simulations

2018 ◽  
Vol 34 (6) ◽  
pp. 638-643
Author(s):  
Elissa A. Adame ◽  
Ryan S. Bisel ◽  
Edward S. Kosik ◽  
Julia A. Rygaard
Keyword(s):  
Human Patient ◽  
Patient Simulations ◽  
Human Patient Simulations

scholarly journals THE EFFECT VIDEO MEDIA PSYCHEDUCATION ON ANXIETY LEVELS AND SELF EFFICACY OF TUBERCULOSIS PATIENTS IN THE TREATMENT AT PARU CENTER RSUD CILACAP

2020 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Rosi Arista
Keyword(s):  
Self Efficacy ◽  
Objective Assessment ◽  
Rank Test ◽  
Control Group ◽  
Relaxation Techniques ◽  
Control Group Design ◽  
Anxiety Management ◽  
Tuberculosis Patients ◽  
Self Confidence ◽  
Anxiety Levels

Background: Problems that often attack tuberculosis patients are psychological problems such as anxiety and about self efficacy or self-confidence that affect the patient's medication adherence. Method: Quasy experiment research design with pre-post test control group design involving 25 respondents in the treatment group and 25 respondents in the control group, selection technique with purposive sampling. The independent variable is video media psychoeducation while the dependent variable is the level of anxiety and self efficacy. Data were obtained using a questionnaire which was then analyzed using the Wilcoxon Signed Rank Test and Mann Whitney Test with a degree of significance α ≤ 0.05. Results: Video media psychoeducation significantly affected anxiety levels (p = 0.00) and increased self efficacy (p = 0,000). Discussion: Video media psychoeducation has positive benefits for overcoming the problem of anxiety and self-efficacy of tuberculosis patients. Video media psychoeducation is able to provide information and anxiety management in the form of deep breathing relaxation techniques through audio visual to clarify the presentation of the message so as not to be too verbalistic. Information received by the patient affects the mindset and behavior that will reduce anxiety. When the patient is not anxious the patient has high self efficacy. For further research, the researcher suggests that an objective assessment of the anxiety level of tuberculosis patients be further studied. Keywords: anxiety , self-efficacy, tuberculosis, video media psychoeducation

scholarly journals Two Human Patient Simulations of Patients Having Acute Uncal Herniations

MedEdPORTAL ◽  
2011 ◽  
Vol 7 (1) ◽  
Author(s):  
William McIvor ◽  
Steven Orebaugh ◽  
Charles Lin ◽  
Brian Gierl ◽  
Alen Zehnaly ◽  
...  
Keyword(s):  
Human Patient ◽  
Patient Simulations ◽  
Human Patient Simulations

scholarly journals Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Future Research ◽  
Clinical Placements ◽  
Paediatric Patients ◽  
Simulation Based

Abstract Background The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Methods Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. Results For the 164 participants included in this study, self-efficacy survey response rate varied from 77 to 96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p <  0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

scholarly journals The effect of simulation-based education on student self-efficacy in the physiotherapy assessment and management of paediatric patients: An observational study

2019 ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Learning Experience ◽  
Future Research ◽  
Clinical Placements ◽  
Simulation Based

Abstract The Australian Physiotherapy Council mandates that physiotherapy clinical education be sufficient to produce graduates who are competent to practice across the lifespan. Due to a lack of opportunities for paediatric clinical placements, there is a risk of graduates not having the opportunity to develop competency in paediatric physiotherapy. To address this risk, simulation-based education (SBE) has been proposed as an additional educational strategy, and despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p<0.001). A total of 139 (85%) responded to the reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion: SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric clients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether SBE improves student performance and how SBE compares to standard educational methods.

scholarly journals Simulation-based education improves student self-efficacy in physiotherapy assessment and management of paediatric patients

2019 ◽  
Author(s):  
Judith Hough ◽  
Daniel Levan ◽  
Michael Steele ◽  
Kristine Kelly ◽  
Megan Dalton
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Self Efficacy ◽  
Clinical Decision Making ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Future Research ◽  
Clinical Placements ◽  
Paediatric Patients ◽  
Simulation Based

Abstract Physiotherapy students have limited opportunities to develop competency in paediatric physiotherapy due to the lack of paediatric clinical placements. To address this risk, simulation-based education (SBE) has been proposed as an educational strategy to address the placement shortfall. Despite encouraging evidence for its use in physiotherapy education, there is limited evidence supporting its use specifically in paediatric populations. The aims of this research were to investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy. Three interactive SBE sessions were run during the undergraduate paediatric physiotherapy unit at the campus of one Australian university. Self-efficacy was surveyed before and after each session, to determine confidence in clinical skills, clinical decision-making, treatment preparation and planning, communication skills; evaluating and modifying interventions, and interprofessional practice. Student satisfaction with SBE as a learning strategy was surveyed after the final SBE session. For the 164 participants included in this study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (p<0.001). A total of 139 (85%) responded to the learning reactionnaire with 78.6% indicating they were very satisfied with SBE as a learning strategy. Written comments from 41 participants identified ‘experience’ as the primary theme. Conclusion: SBE had a significant positive effect on student self-efficacy in the physiotherapy assessment and management of paediatric patients. Students also perceived SBE to be a valuable learning experience. Future research is needed to investigate whether the improvement in self-efficacy achieved through SBE translates into improved student performance during workplace-based clinical placements.

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