Healthcare Theatre: A Unique Simulation Partnership

Preparing the clinicians of tomorrow: Weaving integrated care across doctor of nursing practice education

In today's changing landscape of health care, integrated health care is essential for best patient outcomes. The number of people with psychiatric conditions in the United States today is staggering, but only half of these people will receive treatment for their condition. By effectively integrating psychiatric and primary health care patients can be connected to appropriate and necessary services that meet the Triple Aim of enhancing patient experience of care while achieving population health goals in a cost-effective manner. Incorporating integrated health care experiences in a DNP program can position future practice leaders to take on these challenges. Guided by DNP essentials and the National Organization of Nurse Practitioner Faculty competencies, integrated health care concepts were weaved across the DNP curriculum. Including robust academic experiences treating mental health conditions in primary care and integrated settings can increase the confidence and effectiveness of clinicians who identify, manage, and refer patients with mental health concerns. Increasing the number of doctorally prepared nurses who are educated in integrated health care helps improve clinical outcomes while transforming the health care landscape.

Findings from a human roles terminology survey: consensus or chaos?

Background

Terminology describing humans’ roles in simulation varies widely. Inconsistent nomenclature is problematic because it inhibits use of a common language, impacting development of a cohesive body of knowledge.

Methods

A literature search was completed to identify terms used to describe roles played by humans in simulation-based education. Based on these findings, a survey was created to explore the terminology used by simulation educators and researchers to describe human roles in simulation and the perceived need for a consistent nomenclature.

Results

Results demonstrated wide variability in terminology, including terms such as standardised patient, simulated patient, simulated participants, confederate, embedded actor and scenario role player.

Conclusion

Creation of a cohesive body of knowledge for human roles in simulation requires use of common terminology, yet findings suggest a complex landscape of terminology. Building consensus on the terminology describing human roles in simulation can clarify understanding of best practice and allow for advancement in the research and state of the science in simulation-based education.

Lights, Camera, Action: Lessons Learned From a Nursing and Theater Collaboration

BACKGROUND

Because nursing students do not always have opportunities to interact with individuals with mental illness due to various factors such as limited clinical sites, an innovative teaching strategy was developed.

METHOD

A plan was developed to collaborate with the theater department to offer undergraduate theater students an opportunity to practice acting skills while taking an independent study. These theater students, trained as standardized patients (SPs), engaged with senior nursing students enrolled in a psychiatric mental health nursing clinical course in a baccalaureate program.

RESULTS

This process has been successfully implemented for the past 2 years. With 10 theater students completing the independent study and 180 nursing students engaging in interactions with SPs, improvements in communication skills for nursing students have been seen.

CONCLUSION

Because this is a pilot project, additional research should be conducted to further explore the effectiveness of learning for both nursing and theater students. [J Nurs Educ. 2019;58(6):369-371.].