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Palaganas JC, Mosher C, Wawersik D, Eller S, Kirkpatrick AJ, Lazarovici M, Brown KM, Stapleton S, Hughes PG, Tarbet A, Morton A, Duff JP, Gross IT, Sanko J. In-Person Healthcare Simulation: An Umbrella Review of the Literature. Simul Healthc 2024:01266021-990000000-00147. [PMID: 39353859 DOI: 10.1097/sih.0000000000000822] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/04/2024]
Abstract
SUMMARY STATEMENT Given the large accumulation of research focused on the effectiveness of in-person simulation-based education (SBE), this umbrella review-or systematic review of systematic reviews-was conducted using Preferred Reporting Items for Systematic Reviews and Meta-analysis guidelines to analyze collective findings and close identified literature gaps. This study presents a descriptive analysis of the most effective modalities, methods, and measurements of in-person SBE, as well as major themes that emerged during analysis as it relates to SBE outcomes.The major patterns or themes that emerged confirm for the first time a longstanding sentiment in the literature, specifically the following: a need to produce higher-quality research with greater rigor, larger sample sizes, more randomized controlled trials, mixed methods, and longitudinal studies. These findings suggest a need to redirect scientific efforts in SBE. Despite the nearly ubiquitous issues noted across the systematic reviews' findings, results of this umbrella review seem to support the notion that in-person simulation-based education improves learning outcomes including technical and nontechnical skills and behavioral and attitudinal change. Analyses highlighted the need to improve overall research approaches and reduce redundancy, as well as the need to standardize terminology, broaden global diversity, and push for further research funding opportunities to support these efforts.
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Affiliation(s)
- Janice C Palaganas
- From the MGH Institute of Health Professions (J.C.P., C.M., J.S.), Boston, MA; Alfaisal University College of Medicine (C.M.), Riyadh, Saudi Arabia; Nova Southeastern University, Interprofessional Simulation Institute (D.W.), College of Nursing (J.S.), Fort Lauderdale, FL; Stanford University School of Medicine (S.E.), Stanford, CA; Creighton University College of Nursing (A.J.K.), Omaha, NE; LMU University Hospital Institut für Notfallmedizin und Medizinmanagement - INM (M.L.), München, Germany; Johns Hopkins University School of Nursing (K.M.B.), Baltimore, MD; Boston University (S.S.), Boston, MA; Spencer Fox Eccles School of Medicine (P.G.H.), University of Utah, Salt Lake City, UT; SFPE Foundation (A.T.), Gaithersburg, MD; SimConverse (A.M.), Sydney, Australia; University of Alberta (J.P.D.), Faculty of Medicine and Dentistry, Edmonton, CA; Yale University School of Medicine (I.T.G.), New Haven, CT; and Walden University College of Nursing (J.S.), Minneapolis, MN
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Weidlich C, De Oliveira G, Osso M, Everett-Thomas R. Exploring Undergraduate Nursing Students' Preferences in Psychiatric Nursing Simulation Modalities. Issues Ment Health Nurs 2024; 45:811-815. [PMID: 38900995 DOI: 10.1080/01612840.2024.2358935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/22/2024]
Abstract
BACKGROUND The use of high-fidelity simulators (manikins) and standardized patients (SPs) in simulation has been incorporated into many nursing schools throughout the nation to augment the clinical rotation experience. There is little to no data available on comparing undergraduate students' preferences between SPs and manikins in psychiatric nursing. METHODS A quantitative descriptive exploratory design was used to evaluate pre-licensure nursing students' preferences in both traditional 4-year Bachelor of Science in Nursing (BSN) and accelerated BSN programs (ABSN). RESULTS Overall, students preferred having an SP over a manikin to learn how to properly perform a nursing assessment on a psychiatric patient. CONCLUSIONS Standardized patients offer a more realistic experience when assessing various domains of the mental status examination and when practicing therapeutic communication techniques in psychiatric nursing. The growth of SP training programs should be fostered. Well-trained SPs are an asset to simulation, especially in psychiatric nursing.
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Affiliation(s)
- Christopher Weidlich
- School of Nursing and Health Studies, University of Miami, Coral Gables, Florida, USA
| | - Giovanna De Oliveira
- School of Nursing and Health Studies, University of Miami, Coral Gables, Florida, USA
| | - Michelle Osso
- School of Nursing and Health Studies, University of Miami, Coral Gables, Florida, USA
| | - Ruth Everett-Thomas
- School of Nursing and Health Studies, University of Miami, Coral Gables, Florida, USA
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Orgun F, Özkütük N, Akkoç CP, Çonoğlu G. Use of standardized patients in patient education practices of senior nursing students: A mixed-methods study. NURSE EDUCATION TODAY 2024; 139:106212. [PMID: 38669862 DOI: 10.1016/j.nedt.2024.106212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 03/06/2024] [Accepted: 04/07/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND There is a need for innovative teaching practices in nursing education due to many factors, such as global changes, the rapid development of technology, the increasing number of students, and the recent pandemic. OBJECTIVES This research was conducted using standardized patients to evaluate the attitudes and skills of senior nursing students toward patient education practices following the implementation of a patient education training program. DESIGN Mixed-methods design. SETTINGS The study was conducted at a nursing faculty. PARTICIPANTS The sample of the study consisted of 47 senior nursing students. INTERVENTION The students participating in the study were given a four-hour patient education training that included the preparation of patient education, preparation of materials, and effective presentation. METHODS A descriptive information form prepared by the researchers, the Patient Education Implementation Scale (PEIS), the Turkish version of the Patient Education Materials Assessment Tool for Printable Materials (PEMATTR-P), and the presentation skill evaluation form (PSEF) were used to collect quantitative data. Semi-structured interview forms were utilized to collect qualitative data. SPSS for Windows v. 25.0 and MAXQDA20 were used for the data analyses. Results with a p value of <0.05 were considered statistically significant. RESULTS The post-test mean PEIS scores of the students increased in the total scale and in all subdimensions. A significant difference was found in the understandability and actionability of patient education materials evaluated with PEMATTR-P (p < 0.05). The mean PSEF score of the students was 85.14 ± 9.25 points. Within the scope of the research, two main themes, namely emotions and efficacy, were determined. CONCLUSIONS This study confirms that structured patient education training, including the use of standardized patients, is important for supporting and developing nursing senior students' attitudes and skills toward patient education.
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Affiliation(s)
- Fatma Orgun
- Department of Nursing Education, Faculty of Nursing, Ege University, İzmir, Turkey.
| | - Nilay Özkütük
- Department of Nursing Education, Faculty of Nursing, Ege University, İzmir, Turkey.
| | - Cemre Paylan Akkoç
- Department of Nursing Education, Faculty of Health Sciences, Manisa Celal Bayar University, Manisa, Turkey.
| | - Gülsüm Çonoğlu
- Department of Nursing, Faculty of Health Sciences, Çankırı Karatekin University, Çankırı, Turkey.
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Farrell K, Murphy J. Improving Patient Safety: Using Bruner's Theory of Constructivism to Develop an Innovative Root Cause Analysis Virtual Simulation for Graduate Nursing Students. Nurs Educ Perspect 2024; 45:252-253. [PMID: 37158715 DOI: 10.1097/01.nep.0000000000001139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
ABSTRACT Medical errors and near-miss events continue to impact hundreds of thousands of people annually. Given this fact, it is imperative that graduate students entering a career in patient safety are confident and competent in conducting root cause analyses so that they can fix broken systems and improve patient outcomes. Using Bruner's theory of constructivism as a framework, a virtual simulation was developed to provide online graduate nursing students an opportunity to apply classroom knowledge of root cause analyses in a virtual real-world online simulation.
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Affiliation(s)
- Kathryn Farrell
- About the Authors Kathryn Farrell, EdD, MSN, RN, is an assistant clinical professor, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania. Jackie Murphy, EdD, RN, CNE, is an associate clinical professor and co-chair of the division of graduate nursing, Drexel University College of Nursing and Health Professions. For more information, contact Kathryn Farrell at
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Powers K, Shue-McGuffin KD. Gaining experience in the provider role: Exploration of a novel simulation intervention to prepare nurse practitioner students to detect and manage skin cancer. J Am Assoc Nurse Pract 2024; 36:291-299. [PMID: 38294277 DOI: 10.1097/jxx.0000000000000999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2023] [Accepted: 01/02/2024] [Indexed: 02/01/2024]
Abstract
BACKGROUND The high prevalence and negative outcomes associated with skin cancer demand effective strategies to prepare nurse practitioner students to detect cancerous lesions and manage patient care. However, few studies have examined dermatologic simulations to prepare nurse practitioner students to detect and manage skin cancer. PURPOSE An exploratory-descriptive qualitative approach was used to examine nurse practitioner students' experiences with simulations involving standardized patients wearing three-dimensional (3-D) prosthetic skin lesions, perceptions of ability to apply the simulations to clinical practice, and preferences for learning dermatologic care. METHODOLOGY A convenience sample of 39 nurse practitioner students participated in simulations with standardized patients wearing 3-D skin lesions. Focus groups were conducted following simulation participation, and thematic analysis was performed by two researchers. RESULTS Four themes emerged: Simulation provides a safe place to practice , Dermatology should be an integral part of education , Realism makes a difference , and Improved confidence and preparation for practice . CONCLUSIONS Simulations with standardized patients wearing 3-D skin lesion prosthetics provided students the opportunity to assess, diagnose, and manage the care of patients with cancerous skin lesions. Participants valued the realistic practice with dermatologic care and reported improved confidence and preparation for practice. IMPLICATIONS Faculty can use simulations to provide experiential learning about the provider role in general and as it pertains to skin cancer care. Attention to realism is important to aid in building students' confidence and preparation for practice.
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Affiliation(s)
- Kelly Powers
- University of North Carolina at Charlotte, School of Nursing, Charlotte, North Carolina
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Rutherford-Hemming T, Herrington A, Ngo TP. The Use of Standardized Patients to Teach Communication Skills-A Systematic Review. Simul Healthc 2024; 19:S122-S128. [PMID: 38240624 DOI: 10.1097/sih.0000000000000766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
OBJECTIVES The aim of this systematic review was to synthesize research completed between 2011 and 2021 to report the current state of the science on the use of standardized patients (SPs) to teach communication skills. The research question that guided this study was, "Among health care professionals, does the use of SP methodology as a means of teaching communication skills result in improved learner knowledge, skills, attitudes, and/or patient outcomes when compared with other simulation methodologies?" DESIGN This review was reported in line with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).Data SourcesFour databases (CINAHL, Ovid Embase, Ovid Medline, and Scopus) were searched using a combination of medical subject headings, or Mesh terms, as well as keywords to retrieve nonindexed citations.Review MethodsThe inclusion criteria were broad to complete a comprehensive search of the literature. To be eligible for inclusion, a study had to be original research that compared simulation using an SP to another simulation methodology. The study had to evaluate communication knowledge, skill, attitude, and/or patient outcome with an academic or practicing health care professional. RESULTS The initial database search strategy yielded 8058 citations. These results were narrowed down to 18 studies through an in-depth analysis of each article using identified inclusion criteria. The SPs were superior to role play in 1 (33%, n = 3) study where knowledge was evaluated, 6 (75%, n = 8) studies where skills were evaluated, and 1 (20%, n = 5) study where attitude was evaluated. The SPs were compared with a manikin in 5 studies. The SPs were superior to a manikin in 3 (60%, n = 5) studies where knowledge was measured and in 1 (100%, n = 1) study where attitude was measured. No study measured the outcome knowledge of an SP to a manikin. Finally, SPs were compared with a virtual SP in 3 studies. When knowledge was evaluated, SPs were superior to a virtual SP in 1 study (100%, n = 1). When skills were evaluated, SPs were superior to a virtual SP in 1 study (50%, n = 2), and when attitude was evaluated, SPs were superior to a virtual SP in no study (0%, n = 2). No study evaluated patient outcomes in the comparison of an SP to another simulation methodology. CONCLUSIONS Studies show a weak indication that SP-based education is superior to other simulation methodologies in most contexts. However more rigorous studies with larger sample sizes, validated instruments, and effects on patient outcomes are needed to definitively determine the optimal method/modality for teaching communication to health care professionals.
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Affiliation(s)
- Tonya Rutherford-Hemming
- From the Emergency Department (T.R.-H.), UNC Health, University of North Carolina at Chapel Hill, Chapel Hill, NC; School of Nursing (A.H.), Mississippi State University, Starkville, MS; and Philip R. Lee Institute for Health Policy Studies (T.P.N.), University of California, San Francisco, Mission Bay Campus Valley Tower, San Francisco, CA
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Dias R, Robinson K, Poirier P. The Effect of Simulation on Nursing Student Perceptions of Readiness to Provide End-of-Life Care. J Hosp Palliat Nurs 2023; 25:E116-E123. [PMID: 37930167 DOI: 10.1097/njh.0000000000000979] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2023]
Abstract
Evidence suggests that nursing students in a prelicensure nursing program lack the required preparation to care for patients at the end of life (EOL), causing feelings of inadequacy and stress. New graduate nurses (years 0-5) struggle to address the needs of this patient population, leading to considering career changes. Nursing simulation has been shown to enhance competency and is gaining increasing favor in prelicensure nursing education. Little research has been conducted on the application of simulation using standardized patients in EOL patient scenarios. This study used live standardized patients who simulated a home health patient encounter with the nursing student acting as a home health hospice nurse. Watson's theory of caring and interpretive phenomenological analysis guided the qualitative research method and analysis. Five students chose to participate in this simulation and completed 6 reflective questions. After simulation, they felt more comfortable having difficult discussions about EOL care, treatment options, and patient fears. Participants noted the importance of communication in a team setting, which included the caregiver as an integral member. The use of standardized patient-simulated experiences increases realism and provides students the opportunity to bridge the gap between didactic education and clinical practice. This will enhance their readiness and confidence in providing EOL care.
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Oliver TL, Burrell SA, Furman GE, Diewald LK, Mariani B, Starck MR, Shenkman R. Weight bias reduction intervention among nurse practitioner students using simulation-based experiences. J Am Assoc Nurse Pract 2023:01741002-990000000-00173. [PMID: 37788361 DOI: 10.1097/jxx.0000000000000956] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 09/01/2023] [Indexed: 10/05/2023]
Abstract
ABSTRACT Few nurse practitioner (NP) programs include obesity and weight bias education in their curriculum. However, NPs will likely provide care for people living with obesity, many of whom have been discriminated against based on their weight by previous providers, and many NP students may feel unprepared to navigate weight management competently. This pilot study included a weight bias reduction (WBR) intervention, which included a simulation-based experience (SBE) with a standardized participant (SP) and educational activities embedded within the NP curriculum. Nineteen NP students participated in this pilot study, but only seven students had matching data for preintervention to postintervention scores. There were no statistically significant differences in preintervention and postintervention Attitudes Toward Obese Persons (ATOP) or Beliefs About Obese Persons (BAOP) scores. Despite this small sample size and not achieving statistical significance, SBE-SP holds promise to depict realistic patient encounters to improve NPs' attitudes and beliefs toward persons with obesity and to reduce weight bias. Therefore, incorporating SBE-SP may be a feasible component of the NP curriculum.
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Affiliation(s)
- Tracy L Oliver
- Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania
| | - Sherry A Burrell
- Oncology Nursing Fellowship Program, Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania
| | - Gail E Furman
- Simulation and Learning Resource Center, Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania
| | - Lisa K Diewald
- MacDonald Center for Obesity Prevention and Education, Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania
| | - Bette Mariani
- Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania
| | - Megan R Starck
- Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania
| | - Rebecca Shenkman
- MacDonald Center for Obesity Prevention and Education, Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania
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Comparison of Students' Self-Assessment and Simulated Patient Assessment in a Patient Counseling Evaluation and Perceived Importance of Communication Skills. PHARMACY 2022; 10:pharmacy10060177. [PMID: 36548333 PMCID: PMC9787712 DOI: 10.3390/pharmacy10060177] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 12/06/2022] [Accepted: 12/10/2022] [Indexed: 12/24/2022] Open
Abstract
The primary objective of this study was to compare students' self-assessment ratings with simulated patient (SP) assessment ratings of communication skills in a patient counseling Objective Structured Clinical Exam (OSCE). The secondary objective was to evaluate student perceptions of the importance of communication skills in the practice of pharmacy as well as the impact of a virtual OSCE format. First-year pharmacy students completed an OSCE focused on self-care product counseling. The evaluation was graded using a rubric covering both verbal and non-verbal communication. Students who completed the course were provided a 15-question, post-evaluation survey with questions related to self-assessment of communication skills and perceptions of the importance of communication skills. Of the 138 students in the course, 68 completed the optional post-assessment survey (49% response rate). There were no statistically significant differences between the ratings by students and SPs for the four communication elements included in the self-assessment. Most of the students recognized the importance of communication skills, including developing rapport and trust. Recognition of the importance of communication skills to future practice as a pharmacist positively correlated with performance on the evaluation (r2 = 0.5409, p-value = 0.0007). Student self-assessment is an effective and cost-effective mode of feedback for practice experiences as an alternative to the use of SPs.
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Sahin-Bayindir G, Buzlu S. The effect of two simulations on students' knowledge and skills regarding physical health problems of psychiatric patients: A mixed-method study. NURSE EDUCATION TODAY 2022; 119:105537. [PMID: 36155209 DOI: 10.1016/j.nedt.2022.105537] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 08/18/2022] [Accepted: 09/04/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Simulation-based training can help nursing students improve their mental and physical healthcare knowledge and skills. OBJECTIVES This study focused on two different simulation modalities and investigated whether they helped nursing students acquire knowledge and develop skills necessary to address the physical health problems of people with mental disorders. DESIGN This is a mixed-method study. SETTINGS This study was conducted in Turkey. PARTICIPANTS The sample consisted of 61 students divided into two experimental groups and one control group. METHODS One experimental group participated in a clinical simulation scenario involving a standardized patient modality, while the other participated in a hybrid simulation modality (standardized patient and high-fidelity model simulator). The control group participated in conventional training. The researchers evaluate the effect of the modalities and conventional training on clinical practice one month after the interventions. Focus group interviews were conducted with all participants one month after the evaluation. Knowledge test was administered to all participants before the intervention, after the intervention, at the third and sixth months after the intervention. RESULTS AND CONCLUSION The clinical simulation was statistically effective for students' skill development about physical health problems of psychiatric patients. Also, in the qualitative findings, the clinical simulation increased the knowledge level of the students and improved their physical health assessment skills. Standardized patient simulation and hybrid simulation modalities should be used to help nursing students develop their assessment skills regarding the physical health problems of psychiatric patients.
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Affiliation(s)
- Gizem Sahin-Bayindir
- Istanbul University - Cerrahpasa, Institute of Graduate Studies, Department of Mental Health and Psychiatric Nursing, Baglarici St., Avcilar, Istanbul, Turkey.
| | - Sevim Buzlu
- Istanbul University - Cerrahpasa, Florence Nightingale Faculty of Nursing, Department of Mental Health and Psychiatric Nursing, Sisli, Istanbul, Turkey
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Using Standardized Patient Simulation in Undergraduate Nursing Education: A Scoping Review. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Altun S, Tastan S. Low-fidelity simulation vs. standardized patients in prevention and management of pressure injury education. J Tissue Viability 2022; 31:643-648. [PMID: 35953423 DOI: 10.1016/j.jtv.2022.07.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 07/24/2022] [Accepted: 07/25/2022] [Indexed: 10/15/2022]
Abstract
AIM This study aims to compare the impact of standardized patient and low-fidelity simulation methods on the success, satisfaction, and self-confidence levels of nursing students in prevention and management of pressure injury education. METHODS The study was designed as a randomized, controlled experimental study with pretest and posttest control groups. Eighty-one nursing students that met the inclusion criteria were randomly assigned to intervention (standardized patient; n = 40) and control (low-fidelity mannequin simulator; n = 41) groups. A descriptive characteristics form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Simulation Design Scale were used for data collection. Implementation skills and knowledge levels of the students were evaluated by using a skills control list and pretest and posttest measurements, respectively. RESULTS The posttest knowledge score of the students in the standardized patient group, which was measured after the simulation education, was higher (p < 0.05). We did not find any statistically significant difference between the two groups in terms of the scores obtained from the Students Satisfaction and Self-Confidence in Learning Scale and its subscales (p > 0.05). Compared to the low-fidelity mannequin group, the standardized patient group obtained higher scores from the Simulation Design Scale and its Objectives/Information subscale (p < 0.05). Regarding the skills needed in the implementation phases of pressure injury, the standardized patient group was more successful in terms of communication skills (p < 0.05). CONCLUSION If the simulation design is well-planned, the use of a standardized patient and a low-fidelity mannequin have similar impacts on student satisfaction and self-confidence. However, the success scores and communication skills of the students in the standardized patient group were higher.
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Affiliation(s)
- Sibel Altun
- Girne American University, School of Nursing, Nursing Department, Via Mersin 10, Kyrenia, North Cyprus, Turkey.
| | - Sevinc Tastan
- Eastern Mediterranean University, Health Sciences Faculty, Nursing Department, Via Mersin 10, Famagusta, North Cyprus, Turkey.
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Webber E, Wodwaski N, Busch D. Breastfeeding and Human Lactation Curriculum Survey of Midwifery Programs in the United States. J Midwifery Womens Health 2022; 67:635-643. [PMID: 35522123 DOI: 10.1111/jmwh.13367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Revised: 03/20/2022] [Accepted: 03/31/2022] [Indexed: 11/29/2022]
Abstract
INTRODUCTION The health attributes and advantages of breastfeeding are well documented in the literature. Current research identifies the importance of comprehensive lactation knowledge among health care professionals to improve breastfeeding outcomes. Educational curricula to incorporate lactation content is necessary for student preparedness to provide competent care. Midwives are in a unique position to support, promote, and manage breastfeeding. The purpose of this study was to survey Accreditation Commission for Midwifery Education (ACME)-accredited midwifery education programs in the United States for their breastfeeding curricular content including opportunities for clinical experiences in managing and counseling breastfeeding parents. METHODS A descriptive survey was deployed online to midwifery programs listed by the American College of Nurse-Midwives, with a response completion rate of 44.7%. Data collection included program descriptors, hours of lactation content, educational topics, faculty preparation, use of simulation, and clinical breastfeeding experiences. RESULTS Descriptive analyses revealed differences among the midwifery education programs surveyed regarding the amount of lactation content and clinical opportunities. Two programs offer a course specific to breastfeeding, with the remaining programs providing lactation content threaded throughout their curricula; 29.4% of programs offer 3 to 4 hours of lactation content, 35.3% report 5 to 8 hours of content, and 11.8% provide at least 10 hours of content. One program reports 18+ hours of content provided in both didactic and clinical settings. All programs report providing breastfeeding clinical opportunities for students; 18% of programs offer simulation experiences. No programs report using standardized lactation clinical competencies. DISCUSSION Midwives play a pivotal role in breastfeeding promotion, counseling, and clinical support. Standardization of didactic lactation education will assist programs in future curriculum mapping. Given the variability of clinical settings and patient access, creating clinical competencies and providing lactation simulation experiences may offer midwifery students a broader opportunity to gain critical skills in lactation management to best support breastfeeding families.
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Affiliation(s)
- Elaine Webber
- McAuley School of Nursing, University of Detroit Mercy, Detroit, Michigan
| | - Nadine Wodwaski
- McAuley School of Nursing, University of Detroit Mercy, Detroit, Michigan
| | - Deborah Busch
- The Johns Hopkins School of Nursing, Baltimore, Maryland
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Rutledge M, Link K, Zapata I, Carter S. Medical student confidence when training for a female genitourinary exam using models and standardized patients. J Obstet Gynaecol Res 2022; 48:1466-1474. [PMID: 35272394 DOI: 10.1111/jog.15222] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Revised: 02/23/2022] [Accepted: 03/01/2022] [Indexed: 11/30/2022]
Abstract
AIM The purpose of this study is to investigate what factors make students feel confident and competent when performing a female genitourinary exam (FGUE) with normal, nonpathologic findings. We anticipated that students would increase their confidence and perceived competence from the first year to the second year of medical school, would prefer the use of specialized standardized patients (SSPs) over models, and that the results would vary by student demographics. METHODS Student confidence and perceived competence were measured using voluntary survey methods pre- and postinterventions. Interventions were defined as learning the FGUE on models alone for first-year medical students and learning the FGUE on SSPs with prior experience using models for second-year students. Survey responses were evaluated via generalized linear mixed models for numeric responses. RESULTS The results demonstrated that first- and second-year medical students of racial and ethnic minorities rated themselves as more confident and competent than Caucasian counterparts, which was in many cases more extensive than the effect of an additional year of medical education. Students felt that using SSPs alone was the best mode of learning the exam than either models alone or the combination of models and SSPs. Students' current specialty of choice did not correlate with increased confidence or perceived competence. CONCLUSION This study highlights how cultural differences have an impact on confidence and perceived competence in medical students as they prepare for performing a procedure as intimate to the patient as the FGUE.
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Affiliation(s)
- Mallory Rutledge
- Office of Simulation in Medicine and Surgery, Rocky Vista University, Parker, CO, USA
| | - Kelsey Link
- Office of Simulation in Medicine and Surgery, Rocky Vista University, Parker, CO, USA
| | - Isain Zapata
- Department of Biomedical Sciences, Rocky Vista University, Parker, CO, USA
| | - Susan Carter
- Office of Simulation in Medicine and Surgery, Rocky Vista University, Parker, CO, USA
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Ozcelik R, Ayhan H. The Effect of Standardized Patient use in Teaching Preoperative Care Practices on Students' Knowledge, Skills, and Anxiety in Clinical Practice. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.08.020] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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ElGeed H, El Hajj MS, Ali R, Awaisu A. The utilization of simulated patients for teaching and learning in the pharmacy curriculum: exploring pharmacy students' and recent alumni's perceptions using mixed-methods approach. BMC MEDICAL EDUCATION 2021; 21:562. [PMID: 34742275 PMCID: PMC8571846 DOI: 10.1186/s12909-021-02977-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 10/08/2021] [Indexed: 05/31/2023]
Abstract
BACKGROUND The use of simulated patients (SPs) is considered a significant resource for teaching and assessing clinical and communication skills in health professional education. We conducted this study to explore pharmacy students' perspective towards the utilization of SPs in Qatar and to identify areas that require improvement. METHODS An explanatory sequential mixed-methods design was used among students and recent graduates of the College of Pharmacy at Qatar University (QU-CPH). First, their perspectives toward the current utilization of SPs at QU-CPH was explored using a quantitative cross-sectional study design. Following this, we conducted six focus group discussions based on the analysis of the questionnaire results. The findings of the two phases were interpreted through integration of the quantitative and qualitative phases. RESULTS The majority of the participants (> 90%) reported that interactions with SPs are important in building good communication and counseling skills during professional skills course activities. Similarly, most of the respondents (80%) indicated that interactions with SPs prepared them to apply the clinical skills gained during professional skills and patient assessment sessions in real-life. In addition, they reported that interactions with SPs during competency-based assessments were good experiences. The participants disagreed with the notion that interaction with SPs of opposite gender was uncomfortable for them. Themes identified from the focus groups include: interactions with trained SPs compared to faculty SPs, standardization and consistency of SPs' roles, communication and language barriers, simulations of real-life case scenarios, SPs' competence and preparedness, psychological impact associated with interaction with SPs, proposed strategies for improving the SP program. Identified areas for improvement include the need for strengthening the SP training and orientation program as well as the SP selection criteria. CONCLUSION This study showed a positive impact of the utilization of SPs in this pharmacy curriculum as perceived by students and alumni. However, the SP program needs to be optimized in terms of the training and orientation of SPs.
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Affiliation(s)
- Hager ElGeed
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Maguy Saffouh El Hajj
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Raja Ali
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar
| | - Ahmed Awaisu
- Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, P.O. Box 2713, Doha, Qatar.
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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†. FRONTIERS OF NURSING 2021. [DOI: 10.2478/fon-2021-0018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
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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Hong HS, Issenberg SB, Roh YS. Effects of Standardized Patient-Based Training on Surgical Nurses' Competencies for Managing Hand Injuries. J Contin Educ Nurs 2021; 51:189-196. [PMID: 32232495 DOI: 10.3928/00220124-20200317-09] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2018] [Accepted: 10/07/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND The competence of nurses who care for patients with finger replantation is critical for positive patient outcomes. This study sought to identify the effects of standardized patient (SP)-based training on surgical ward nurses' knowledge, clinical performance, and self-efficacy regarding finger replantation. METHOD A wait-list control group with a crossover design was used for this study. Nurses were randomly assigned to group A (n = 10) or to the wait-list control group B (n = 10). Training consisted of a lecture, task training, and SP-based training. Knowledge, clinical performance, and self-efficacy data were collected at baseline, after the first intervention, and after 1 month at group crossover and second intervention. Data were analyzed using repeated measures ANOVA. RESULTS Nurses demonstrated greater knowledge, better clinical performance, and higher self-efficacy scores after the SP-based training. Following crossover, knowledge, clinical performance, and self-efficacy scores were retained 1 month after the training in group A. CONCLUSION SP-based training produced improvement and retention in knowledge, clinical performance, and self-efficacy. [J Contin Educ Nurs. 2020;51(4):189-196.].
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Development of student simulated patient training and evaluation indicators in a high-fidelity nursing simulation: a Delphi consensus study†. FRONTIERS OF NURSING 2021. [DOI: 10.2478/fon-2021-0003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
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.
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Evaluation of the Use of Diverse Mental Health Simulation in Nursing Students' Learning Experience: An International Multisite Study. Nurse Educ 2021; 46:E148-E153. [PMID: 33882530 DOI: 10.1097/nne.0000000000001007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Simulated patients (SPs) in mental health nursing education provide a unique approach to assist student development in complex assessment skills. PURPOSE The purpose of this international multisite study was to evaluate the use of two diverse mental health SP simulation scenarios on nursing students' satisfaction and self-confidence in learning to care for patients with mental health disorders in the United States (n = 70) and Turkey (n = 90). METHODS A multisite cross-sectional study design was used. Outcome measures included the Student Satisfaction and Self-confidence in Learning Scale and the adapted Simulation Effectiveness Tool-Modified. Results were analyzed using independent t tests. RESULTS While students in the United States reported higher perceived self-confidence and satisfaction in learning, both student populations found the intervention effective to their learning (P < .05). CONCLUSION Using SPs in mental health education allow students to practice their assessment skills learned in classroom and transfer them to the clinical area.
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Yoshioka-Maeda K, Naruse K. Effectiveness of Health Guidance Simulation in Community Settings for Public Health Nursing Students: A Preliminary Study. SAGE Open Nurs 2021; 7:23779608211001355. [PMID: 33912671 PMCID: PMC8047855 DOI: 10.1177/23779608211001355] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 02/08/2021] [Accepted: 02/16/2021] [Indexed: 11/15/2022] Open
Abstract
Introduction Simulation-based learning is a relatively new concept in public health nursing education, and little is known about the efficacy of this approach for teaching of health guidance. Objective: The aim of this study was to evaluate the effectiveness of health guidance simulation in community settings for public health nursing students. Methods Using a pre/post-test design, 29 public health nursing students in their third year participated in a high-fidelity simulation program with standardized patients. We developed six scenarios on health guidance for three themes (mother and child, tuberculosis, and adult occupational health) and practice guidelines for the standardized patients to act and assist in understanding of the purpose of the course. Data were collected at baseline and after the simulation sessions through evaluation sheets that the students placed in a designated box on campus. Changes in the level of self-confidence of the students were evaluated based on the “practical skills required for public health nurses and achievement level at graduation” of the Ministry of Health, Labor and Welfare, and the skills in the minimum requirements for public health nurse education defined by the Japan Association of Public Health Nurse Educational Institutions. Results The total score for self-confidence and the mean self-confidence scores for health guidance skills for mother and child, tuberculosis, and adult occupational health nursing were significantly higher post-test compared to pre-test (p < 0.001). Conclusion These results indicate that high-fidelity simulation focused on health guidance in community settings can bridge the gap between theoretical knowledge and practice of students.
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Health Promotion, National Institute of Public Health, Saitama, Japan
- Kyoko Yoshioka-Maeda, Department of Health Promotion, National Institute of Public Health, 2-3-6, Minami, Wako-shi, Saitama 351-0197, Japan.
| | - Kazuko Naruse
- School of Nursing, Faculty of Medicine, Tokyo Medical University, Tokyo, Japan
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22
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Utilization of an Online Education Module and Standardized Patient Simulation Experience to Improve Nursing Student Learning Outcomes With Heart Failure Patients. Nurs Educ Perspect 2021; 43:178-180. [PMID: 33660684 DOI: 10.1097/01.nep.0000000000000782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
ABSTRACT The aim of this experimental study was to examine whether nursing students' participation in an online comprehensive heart failure educational module enhances their knowledge and ability to apply heart failure education skills in a simulated standardized nurse-patient interaction. Findings suggest that students who received a heart failure educational module scored significantly higher on both an exam of heart failure knowledge and a simulated nurse-patient interaction. The results suggest that large gains can be made in nursing education by using innovative teaching strategies that move beyond normal classroom/lecture teaching techniques.
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Romero-Collado A, Baltasar-Bagué A, Puigvert-Viu N, Rascón-Hernán C, Homs-Romero E. Using simulation and electronic health records to train nursing students in prevention and health promotion interventions. NURSE EDUCATION TODAY 2020; 89:104384. [PMID: 32217405 DOI: 10.1016/j.nedt.2020.104384] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Revised: 12/09/2019] [Accepted: 02/24/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Prevention and health promotion activities are key to reducing prevalence and halting the progress of many chronic diseases. Standardised patient simulation is a useful option for training nursing students in this area. OBJECTIVE To evaluate skills related to prevention and health promotion activities acquired by third-year nursing students through standardised patient simulation and electronic health records. DESIGN A descriptive, cross-sectional study. SETTINGS A nursing faculty at a public university. PARTICIPANTS The study population consisted of all third-year nursing students in the academic year 2017-2018 (N = 142). METHODS The students attended three seminars on health promotion and prevention activities in adults, involving standardised patient simulation and electronic health record use. Skill acquisition was then evaluated through clinical case simulation in a fourth seminar. RESULTS A total of 137 (96.5%) students participated in the study. The mean score for all cases evaluated was 6.76 (standard deviation 1.85) out of 10. The most frequent activities were greeting and self-introduction, checking vaccination status, assessing physical exercise and eating habits, and calculating body mass index. The least frequent activities were questions about high-risk sexual behaviour, drug use, bowel cancer screening and sun protection recommendations. When writing the nursing report, students found it hardest to plan future patient interventions. Also, 108 students made notes to set reminders of case-related activities. CONCLUSIONS Third-year nursing students acquire good skills in health promotion and prevention activities. Some activities requiring a greater degree of confidence with the patient need to be reinforced, such as investigating high-risk sexual behaviour and drug use. Reinforcement is also needed in activities that are encountered less often in clinical practice, such as sun protection recommendations and bowel cancer screening. The use of electronic health records in conjunction with simulation enhances self-study.
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Affiliation(s)
- Angel Romero-Collado
- Nursing Department, University of Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
| | | | - Nuria Puigvert-Viu
- Nursing Department, University of Girona, C/ Emili Grahit, 77, 17071 Girona, Spain.
| | | | - Erica Homs-Romero
- Figueres Basic Healthcare Area (Àrea Bàsica de Salut de Figueres), Catalan Health Institute (Institut Català de la Salut), C/Tramuntana 2, 17600 Figueres, Girona, Spain..
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24
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Wiseman V, Lagarde M, Kovacs R, Wulandari LPL, Powell-Jackson T, King J, Goodman C, Hanson K, Miller R, Xu D, Liverani M, Yeung S, Hompashe D, Khan M, Burger R, Christian CS, Blaauw D. Using unannounced standardised patients to obtain data on quality of care in low-income and middle-income countries: key challenges and opportunities. BMJ Glob Health 2019; 4:e001908. [PMID: 31565422 PMCID: PMC6747897 DOI: 10.1136/bmjgh-2019-001908] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 08/13/2019] [Indexed: 11/04/2022] Open
Affiliation(s)
- Virginia Wiseman
- Kirby Institute, University of New South Wales, Sydney, New South Wales, Australia
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Mylene Lagarde
- Department of Health Policy, London School of Economics and Political Science, London, UK
| | - Roxanne Kovacs
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | | | - Timothy Powell-Jackson
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Jessica King
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Catherine Goodman
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Kara Hanson
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Rosalind Miller
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Dong Xu
- Sun Yat-sen Global Health Institute, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Marco Liverani
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Shunmay Yeung
- Department of Clinical Research, Faculty of Infectious and Tropical Diseases, London School of Hygiene & Tropical Medicine, London, UK
| | - Dumisani Hompashe
- Department of Economics, University of Fort Hare, Alice, South Africa
| | - Mishal Khan
- Department of Global Health and Development, Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, UK
| | - Ronelle Burger
- Department of Economics, Stellenbosch University, Matieland, South Africa
| | - Carmen S Christian
- Department of Economics, University of the Western Cape, Cape Town, South Africa
| | - Duane Blaauw
- Centre for Health Policy, University of Witwatersrand, Johannesburg, South Africa
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