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Levett-Jones T, Brogan E, Debono D, Goodhew M, Govind N, Pich J, River J, Smith J, Sheppard-Law S, Cant R. Use and effectiveness of the arts for enhancing healthcare students' empathy skills: A mixed methods systematic review. NURSE EDUCATION TODAY 2024; 138:106185. [PMID: 38555825 DOI: 10.1016/j.nedt.2024.106185] [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: 09/21/2023] [Revised: 03/10/2024] [Accepted: 03/21/2024] [Indexed: 04/02/2024]
Abstract
OBJECTIVE To identify, critically appraise and synthesise evidence of the use and effectiveness of the arts for enhancing pre-registration/prelicensure healthcare students' empathy skills. DESIGN A systematic review of mixed methods literature. DATA SOURCES A search of six electronic databases was conducted. REVIEW METHODS Articles describing English language, peer-reviewed, primary research studies reporting empathy as an outcome of an arts-based intervention with pre-registration/prelicensure healthcare students (years 1-7) and published between 2000 and 2024 were eligible for inclusion. The JBI Manual for Evidence Synthesis guided the review and a convergent segregated methodology was used to synthesise the results. Methodological rigour of included studies was examined using the Mixed Methods Appraisal Tool. RESULTS Twenty studies from 12 countries described the use of the arts to develop empathy, with visual arts being the most common approach (n = 8). Other modalities included film, drama, digital stories, literature, creative writing, music, poetry, photography and dance. Studies included nursing, medicine and dental, pharmacy and/or health sciences students. Ten studies used quantitative methods, three qualitative, and seven used mixed methods designs. Of the studies that presented pre-post outcome measures, nine reported significant gains in empathy scores at post-test and two reported non-significant gains in empathy. In eight studies, empathy scores demonstrated a significant intervention effect with effect sizes ranging from moderate (d = 0.52) to large (d = 1.19). Findings from qualitative studies revealed that arts pedagogies support students to better understand the perspectives of people with a lived experience of suffering but that these approaches are sometimes perceived negatively by students. CONCLUSIONS Arts interventions generally have a positive effect on healthcare students' empathy levels and enable a nuanced conceptual understanding of empathy. Arts modalities used as a stimulus for active learning and supported with facilitated group-based discussion and/or reflection, tend to be most effective.
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Affiliation(s)
| | | | | | | | | | | | - Jo River
- University of Technology Sydney and Northern Sydney Local Health District, Australia.
| | | | | | - Robyn Cant
- Federation University Australia, Australia.
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Quick SM, Lawler K, Shannon MM, Soh SE, McGinley JL, Peiris CL, Snowdon DA, Callisaya ML. Physiotherapy students are underprepared to work with people living with dementia: a qualitative study. Physiotherapy 2024; 123:47-55. [PMID: 38271742 DOI: 10.1016/j.physio.2023.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 05/08/2023] [Accepted: 09/19/2023] [Indexed: 01/27/2024]
Abstract
OBJECTIVES To 1) explore physiotherapy students' experience in caring for people with dementia; 2) develop a rich understanding of their perceived preparedness to work with people with dementia upon graduation; and 3) identify opportunities to improve dementia education from the perspectives of students. DESIGN A qualitative study comprised of semi-structured interviews via web conferencing software. Thematic analysis was undertaken, with themes/subthemes derived and a qualitative framework generated. SETTING Three Victorian Universities in Australia. PARTICIPANTS Physiotherapy students of entry-to-professional practice education programs (n = 17; mean age 23.7 years, 65% female), having completed at least 15 weeks of clinical placements. RESULTS The overarching theme was that students' experience of providing care for people with dementia was variable. The three sub-themes were: 1) students experience significant challenges when working with people with dementia, 2) students experience a range of emotions when working with people with dementia, and 3) the quality of dementia learning experiences during entry-to-professional practice training is mostly inadequate. Students described the importance of the supervisor during clinical placements, and suggested incorporating 'real-life' scenario training in the classroom to assist them learn to manage the challenging symptoms of dementia. CONCLUSION Physiotherapy students believe that entry-to-practice dementia education is insufficient. These findings have important implications for the future planning and delivery of physiotherapy dementia education. CONTRIBUTION OF THE PAPER.
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Affiliation(s)
- Stephen M Quick
- Peninsula Clinical School, Monash University, Melbourne, Victoria, Australia; National Centre for Healthy Ageing, Melbourne, Victoria, Australia; Academic Unit, Peninsula Health, Melbourne, Victoria, Australia.
| | - Katherine Lawler
- School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Victoria, Australia; Wicking Dementia Research and Education Centre, University of Tasmania, Hobart, Tasmania, Australia.
| | | | - Sze-Ee Soh
- School of Primary and Allied Health Care, Monash University, Melbourne, Victoria, Australia; School of Public Health and Preventive Medicine, Monash University, Melbourne, Victoria, Australia.
| | - Jennifer L McGinley
- Department of Physiotherapy, The University of Melbourne, Melbourne, Victoria, Australia.
| | - Casey L Peiris
- School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Victoria, Australia.
| | - David A Snowdon
- Peninsula Clinical School, Monash University, Melbourne, Victoria, Australia; National Centre for Healthy Ageing, Melbourne, Victoria, Australia; Academic Unit, Peninsula Health, Melbourne, Victoria, Australia.
| | - Michele L Callisaya
- Peninsula Clinical School, Monash University, Melbourne, Victoria, Australia; National Centre for Healthy Ageing, Melbourne, Victoria, Australia; Academic Unit, Peninsula Health, Melbourne, Victoria, Australia; Menzies Institute for Medical Research, University of Tasmania, Hobart, Tasmania, Australia.
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Chang H, Ahn J, Do Y. Nursing undergraduates' ageism and attitudes toward dementia: Serial multiple mediating effects of person-centered care and compassion - A cross-sectional survey. Heliyon 2024; 10:e29941. [PMID: 38726164 PMCID: PMC11078765 DOI: 10.1016/j.heliyon.2024.e29941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 04/09/2024] [Accepted: 04/17/2024] [Indexed: 05/12/2024] Open
Abstract
Background Although ageism has a strong relationship with attitudes toward dementia, no study has confirmed how person-centered care and compassion mediate the relationship between nursing students' ageism and attitudes toward dementia. Objectives This study aimed to examine the mediating effects of person-centered care competency and compassion competency on ageism and attitudes toward dementia among nursing undergraduates. Participants Participants were 295 undergraduate nursing students from four universities. Methods A descriptive cross-sectional electronic survey was conducted, involving the selection of four Korean nursing schools for the study. Data was obtained via an online survey conducted from March to July 2022. Data were analyzed with Pearson's correlations, and multi-mediating effects using the PROCESS Macro for software, utilizing bootstrap techniques. Results Attitudes toward dementia was correlated with ageism (r = -0.386, p < 0.001), person-centered care (r = 0.422, p < 0.001), and compassion competency (r = 0.457, p < 0.001). The total effect (β = -0.326, p < 0.001) and direct effect (β = -0.243, p < 0.001) of ageism on attitudes toward dementia were significant. Ageism does not have a direct effect on compassion competency (Std. estimate = -0.0213, CI: -0.0518∼0.0048). However, person-centered care and compassion competency had multiple serial mediating effects on the relationship between ageism and attitudes toward dementia (Std. estimate = -0.0357, CI: -0.0624∼-0.0145). Conclusions Person-centered care and compassion competency may mediate the association between ageism and attitudes toward dementia. Ageism was negatively associated with person-centered care and compassion competency, which in turn positively contributed to attitudes toward dementia. Therefore, an educational program that considers the interaction between generations and the context of older people must be applied to increase person-centered care and compassion competency.
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Affiliation(s)
- HeeKyung Chang
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, Jinju, South Korea
| | - JinYeong Ahn
- College of Nursing, Gerontological Health Research Center in Institute of Health Sciences, Gyeongsang National University, Jinju, South Korea
| | - YoungJoo Do
- College of Nursing, Gyeongsang National University, Jinju, South Korea
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Cho MK, Kim MY. Effectiveness of simulation-based interventions on empathy enhancement among nursing students: a systematic literature review and meta-analysis. BMC Nurs 2024; 23:319. [PMID: 38734606 PMCID: PMC11088026 DOI: 10.1186/s12912-024-01944-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2024] [Accepted: 04/17/2024] [Indexed: 05/13/2024] Open
Abstract
BACKGROUND This study aimed to secure and analyze evidence regarding the enhancement of nursing students' empathy through simulation-based interventions. It comprehensively analyzed self-reported emotions and reactions as primary outcomes, along with the results reported by nursing students who experienced simulation-based interventions, including empathy. METHODS This systematic literature review and meta-analysis investigated the effects of simulation-based interventions on enhancing empathy among nursing students. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used for the systematic review and meta-analysis. The following details were considered: population, nursing students; intervention, simulation-based interventions targeting empathy enhancement; comparators, control groups without intervention or those undergoing general non-simulation-based classes; and outcomes, self-reported empathy. RESULTS In the systematic review of 28 studies, it was found that the use of simulation-based interventions among nursing students led to an increase in empathy, albeit with a small effect size. This was demonstrated through a pooled, random-effects meta-analysis, yielding an effect size (Hedge's g) of 0.35 (95% CI: 0.14, 0.57, p = 0.001). The results of meta-regression and subgroup analysis significantly increased in empathy for studies published after 2019 (Hedge's g = 0.52, 95% CI: 0.31 to 0.73, p < 0.001), quasi-experimental research design (Hedge's g = 0.51, 95% CI: 0.27 to 0.74, p < 0.001), more than 60 participants (Hedge's g = 0.31, 95% CI: 0.02 to 0.59, p = 0.034), and simulation-based interventions in nursing education (Hedge's g = 0.43, 95% CI: 0.22 to 0.65, p < 0.001). CONCLUSIONS Considering factors such as variations in sample size, research approaches, and the effects of independent studies on empathy, this systematic literature review and meta-analysis suggests that simulation-based education can significantly improve nursing students' overall empathy skills.
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Affiliation(s)
- Mi-Kyoung Cho
- Department of Nursing Science, Chungbuk National University, 1 Chungdae-ro, Seowon-gu, Cheongju, Korea
| | - Mi Young Kim
- College of Nursing, Hanyang University, 222 Wangsimni-ro, Seongdong-gu, Seoul, South Korea.
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McNall A, Breda KL, Hinderer KA. Simulation, Storytelling, and Pediatric End-of-Life Care: A Continuing Professional Development Approach for Nurse Residents. JOURNAL OF PEDIATRIC HEMATOLOGY/ONCOLOGY NURSING 2024; 41:220-228. [PMID: 38523331 DOI: 10.1177/27527530231194596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/26/2024]
Abstract
Background: Providing end-of-life (EOL) care to pediatric patients and their families is challenging. Newly licensed nurses, especially those working with the hematology/oncology population, have little to no experience providing the specialized care needed for the dying child. An evidence-based continuing professional development activity provided a novel approach to improve the knowledge, attitudes, and comfort levels of nurse residents related to pediatric EOL care. Method: A high-fidelity simulation module of a pediatric oncology patient at the EOL was embedded into a 12-month nurse residency program. The module employed several teaching strategies including a storytelling approach. Results: Thirteen pediatric nurse residents participated in the program. While the evidence-based intervention increased participants' EOL care knowledge, their overall attitudes, and comfort levels remained unchanged. Discussion: EOL simulation with a storytelling approach is a highly valuable method of teaching new nurses how to care for a dying patient. Additional studies are needed to explore how to increase the comfort levels of new nurses in the delicate population of pediatric hematology/oncology.
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Affiliation(s)
- Avery McNall
- Connecticut Children's, Hartford, CT, USA
- Department of Nursing, University of Hartford, West Hartford, CT, USA
| | - Karen Lucas Breda
- Department of Nursing, University of Hartford, West Hartford, CT, USA
| | - Katherine A Hinderer
- Institute for Nursing Research and Evidence-Based Practice, Connecticut Children's, Hartford, CT, USA
- School of Medicine Department of Pediatrics, University of Connecticut, Farmington, CT, USA
- School of Nursing, University of Connecticut, Storrs, CT, USA
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Huang Y, Ho KHM, Christensen M, Wong DWC, Wang S, Su JJ, Zhao IY, Kor PPK, Liu JYW, Cheung JCW, Leung AYM, Cheung DSK. Virtual reality-based simulation intervention for enhancing the empathy of informal caregivers of people with dementia: A mixed-methods systematic review. Int J Ment Health Nurs 2024; 33:241-258. [PMID: 37817470 DOI: 10.1111/inm.13240] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Revised: 08/25/2023] [Accepted: 09/24/2023] [Indexed: 10/12/2023]
Abstract
Dementia is a long-term and progressive syndrome that not only influences the person with dementia (PWD) but also the caregiver. However, informal caregivers are not always empathic and understand the symptoms of dementia, leading to destructive caregiving relationships and poor quality of caregiving. VR-based simulation interventions can provide a more realistic and memorable learning experience for caregivers to walk in PWDs' shoes. This review aimed to provide practitioners and researchers with insights on developing and/or adopting an effective VR-based simulation intervention for enhancing the empathy of informal caregivers of PWD. A mixed-methods systematic review was conducted. Quantitative, qualitative, and mixed-methods studies were searched from MEDLINE, PsycINFO, CINAHL, Scopus, Embase, and Cochrane Library updating. Standard JBI critical appraisal instruments were used for the quality appraisal. A convergent segregated approach was used to synthesize and integrate the data. A total of seven studies were included. Inconsistent quantitative results were reported on the effects of VR-based simulation on empathy enhancement. Significant effects were reported on knowledge of dementia and emotion-focused coping strategies. Two themes were generated from the qualitative studies, including "Informal caregivers gained better insight into problems encountered by older people with dementia" and "Thinking from the perspective of older people with dementia, leading to changes in attitudes and behaviours towards dementia". The qualitative synthesized evidence showed that informal caregivers gained better insight into problems encountered by PWD, but the quantitative synthesized results are inconsistent. Yet, informal caregivers experienced a change in attitude by thinking from the perspective of PWD.
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Affiliation(s)
- Yaqi Huang
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Ken Hok Man Ho
- Nethersole School of Nursing, The Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Martin Christensen
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
- Interdisciplinary Centre for Qualitative Research, Faculty of Health and Social Sciences, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Duo Wai-Chi Wong
- Department of Biomedical Engineering, Faculty of Engineering, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Shanshan Wang
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Jing Jing Su
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Ivy Yan Zhao
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Patrick Pui Kin Kor
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Justina Yat Wa Liu
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - James Chung-Wai Cheung
- Department of Biomedical Engineering, Faculty of Engineering, The Hong Kong Polytechnic University, Hong Kong SAR, China
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Angela Yee Man Leung
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Daphne Sze Ki Cheung
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong SAR, China
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Kang W. The use of virtual patients for breaking bad news: A rapid review. CLINICAL TEACHER 2024; 21:e13681. [PMID: 37860892 DOI: 10.1111/tct.13681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Accepted: 09/21/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND Breaking bad news is an imperative skill for clinical practice that health care professionals struggle with. Virtual patients have been adopted as a new teaching aide in medical education and have shown efficacy in teaching clinical skills; however, there is limited research for use in communication skills. Virtual patients are especially well-suited for difficult communication skills, as students can practice without risk to patients. This rapid review aimed to review literature observing the potential of virtual patients as an effective means to teach breaking bad news. METHOD A systematic search strategy was applied for papers published between November 2012 and November 2022 on Medline and Embase databases. Following the application of inclusion criteria, three studies were included. The Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist were used for quality appraisal of the studies. Tabular and narrative synthesis was used to present the findings. FINDINGS The findings of the studies suggest that when teaching breaking bad news, virtual patients are valuable compared with no intervention and are not inferior compared with simulated patients. An unexpected benefit of virtual patients was videotaping. A barrier to learning was the lack of affect and interaction. More research into the design of virtual simulations and its integration into existing curricula is required. CONCLUSION Virtual patients are a valuable educational tool for breaking bad news; however, they are yet to replace existing educational approaches. There is a need for more large-scale, homogeneous studies to inform instructional design and curriculum integration.
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Rudinsky SL, Weissbrod E, Cole R. The Impact of the Patient Role on Medical Student Learning During Peer Simulation: A Qualitative Phenomenological Study. Simul Healthc 2024; 19:11-20. [PMID: 36730921 DOI: 10.1097/sih.0000000000000698] [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: 02/04/2023]
Abstract
INTRODUCTION Simulation-based learning is an effective approach to teaching and assessing medical students. However, there is a lack of research regarding how playing the patient role during peer simulation impacts medical student learning. This study, therefore, examines the experiences of first-year medical students in the patient role during a high-fidelity, multiday peer simulation. METHODS Using a phenomenological approach to qualitative data analysis, we analyzed 175 student reflection papers assigned to the students at the conclusion of the peer simulation. Our research team individually coded each paper and then came to a consensus on themes and patterns within the data. RESULTS We discovered the following 4 themes within the data: (1) communication, (2) empathy, (3) stress, and (4) professional identity. Through observation and peer simulation students learned the importance of team, patient, and nonverbal communication, especially during transitions of care. Next, the students recognized the importance of quality patient care and prioritizing the humanity of their future patients. The students also connected stress and mistakes, teaching them the importance of stress management. Finally, inspired by their peers and looking to their future selves, the students expressed a commitment to continued professional development. CONCLUSIONS The patient role during peer simulation is an impactful learning experience for first-year medical students. Our study holds important implications for ways in which medical educators can maximize the benefits of simulation-based education for junior medical student learning.
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Affiliation(s)
- Sherri L Rudinsky
- From the Department of Military and Emergency Medicine (S.L.R., R.C.), Uniformed Services University of the Health Sciences, Bethesda; and The Henry M Jackson Foundation for the Advancement of Military Medicine, Inc, Rockville, MD (E.W.)
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Harvey SDC, Stacey CL. Being kind in unkind spaces: a qualitative examination of how medical educators and first year medical students perceive empathy training. FRONTIERS IN SOCIOLOGY 2024; 8:1272357. [PMID: 38314067 PMCID: PMC10834759 DOI: 10.3389/fsoc.2023.1272357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Accepted: 12/12/2023] [Indexed: 02/06/2024]
Abstract
Introduction It has become de rigueur for healthcare systems to tout their ability to provide compassionate medical care that addresses the emotional as well as physical needs of patients. Not surprisingly, then, there is considerable pressure on medical schools to train their students to be empathic. Existing literature on empathy training in medicine tends to focus on how to build emotional intelligence in individual trainees, largely ignoring the sociocultural factors that contribute to or thwart empathy development in medical school. Additionally, research tends to examine student perspectives, with little attention given to medical educators and their viewpoints. Methods In this paper, we adopt an "emotion practice" framework and utilize an inductive descriptive study design to qualitatively consider how first year medical students (N = 23) and their instructors (N = 9) perceive empathy training at a site we call Midtown Medical School. Results and discussion We find that both groups have an understanding of empathic capital but differ in their beliefs about the utility and legitimacy of this capital. Both educators and students also recognize the limitations of standardized empathy curriculum but do not agree on the implications of such rote learning. Finally, students and instructors alike find the hidden curriculum of medical school to be antithetical to empathy development, concurring that it is difficult to cultivate empathy in spaces where biomedical coursework is prioritized over social-emotional learning. In short, both groups find it difficult to be kind in an unkind place.
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Affiliation(s)
- Sarah D C Harvey
- Department of Sociology and Criminology, Kent State University, Kent, OH, United States
| | - Clare L Stacey
- Department of Sociology and Criminology, Kent State University, Kent, OH, United States
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DCosta S, Zadow G, Reidlinger DP, Cox GR, Hudson C, Ingabire A, Stokes-Parish J. The impact of moulage on learners' experience in simulation-based education and training: systematic review. BMC MEDICAL EDUCATION 2024; 24:6. [PMID: 38172859 PMCID: PMC10765801 DOI: 10.1186/s12909-023-04976-w] [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: 04/12/2023] [Accepted: 12/14/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND Moulage is a technique used to simulate injury, disease, aging and other physical characteristics specific to a scenario, often used in health and emergency worker training, predominantly for simulation-based learning activities. Its use in allied health fields is unclear. Previous work has explored moulage as an adjunct for authentic simulations, however there is opportunity for broadening its scope. AIM To explore the effects of moulage interventions in simulation-based education and training, for learner experience. A secondary aim was to understand which pedagogical frameworks were embedded in moulage interventions. METHOD Four electronic databases (PubMed, CINAHL, EmBase, Proquest Central) were systematically searched to December 2022 for studies utilising moulage in simulation-based education experiences. Outcomes were focused on learner satisfaction, confidence, immersion, engagement, performance, or knowledge. Study quality was assessed using the Mixed Methods Appraisal Tool. RESULTS Twenty studies (n = 11,470) were included. Studies were primarily conducted in medicine (n = 9 studies) and nursing (n = 5 studies) and less frequently across other health disciplines. The findings demonstrated greater learner satisfaction, confidence, and immersion when moulage was used against a comparator group. Minimal improvements in knowledge and performance were identified. One study underpinned the intervention with a pedagogical theory. CONCLUSION Moulage improves learner experience in simulation-based education or training, but not knowledge or clinical performance. Further research utilising moulage across a broader range of professions is needed. Interventions using moulage should be underpinned by pedagogical theories.
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Affiliation(s)
- Stacia DCosta
- Faculty of Health Sciences and Medicine, Bond University, 14 University Drive, Robina, 4226, Australia
| | - Grace Zadow
- Faculty of Health Sciences and Medicine, Bond University, 14 University Drive, Robina, 4226, Australia
| | - Dianne P Reidlinger
- Faculty of Health Sciences and Medicine, Bond University, 14 University Drive, Robina, 4226, Australia
| | - Gregory R Cox
- Faculty of Health Sciences and Medicine, Bond University, 14 University Drive, Robina, 4226, Australia
| | - Carly Hudson
- Faculty of Health Sciences and Medicine, Bond University, 14 University Drive, Robina, 4226, Australia
| | - Ale Ingabire
- Faculty of Health Sciences and Medicine, Bond University, 14 University Drive, Robina, 4226, Australia
| | - Jessica Stokes-Parish
- Faculty of Health Sciences and Medicine, Bond University, 14 University Drive, Robina, 4226, Australia.
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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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Nawathe PA, Herrington A. Enhancing healthcare communication education: Standardised patient programmes. Indian J Anaesth 2024; 68:65-70. [PMID: 38406333 PMCID: PMC10893806 DOI: 10.4103/ija.ija_1201_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Revised: 12/25/2023] [Accepted: 12/26/2023] [Indexed: 02/27/2024] Open
Abstract
This article delves into standardised patients' (SP) roles in healthcare education, using role-play and in-person methodology for realistic scenario simulation and learner technical and non-technical skill enhancement. Key to the success of the SP programme are phases like recruitment, onboarding, training and continuous quality improvement, cultivating a qualified pool of engaged SPs. Sustained SP engagement involves strategies such as tailored training sessions, quizzes, just-in-time videos and anaesthesia-specific self-assessment tools. The benefits of sessions led by SPs lie in their flexibility, providing anaesthesia learners with a controlled, experiential learning environment, where they can safely learn from mistakes. Addressing challenges in launching SP programmes for training, the article underscores clear objectives, strategic resource allocation, curriculum integration and specialised SP training. Implementing technology, quality assurance and ongoing evaluations are vital for dynamic SP programmes. The article advocates holistic SP programme implementation and optimisation, with continuous improvement for acquiring skills by anaesthesia professionals.
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Affiliation(s)
- Pooja A. Nawathe
- Department of Pediatrics, Cardiology and Biomedical Sciences, Cedars Sinai Medical Center, Los Angeles, California, USA
| | - Alaina Herrington
- Director of Simulation and Clinical Affairs, Mississippi State University, Meridian, Mississippi, USA
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Karana Z, Paun O. Dementia Simulation for Family Caregivers of Persons With Dementia: A Scoping Review. West J Nurs Res 2023; 45:1053-1062. [PMID: 37754748 DOI: 10.1177/01939459231201085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/28/2023]
Abstract
BACKGROUND Alzheimer's disease and related dementias are becoming increasingly prevalent worldwide. Persons with dementia receive substantial assistance from family caregivers over extended periods of time. Family caregivers of persons with dementia are twice as likely to report physical, emotional, and financial challenges related to caregiving compared with other types of family caregivers. Empathy has been demonstrated to improve caregivers' quality of life and their relationships with care recipients. OBJECTIVE This scoping review examines the current literature on the effects of dementia simulation on empathy levels in family caregivers of persons with dementia. METHODS A librarian-assisted search of 4 databases-PubMed, CINAHL (Cumulative Index to Nursing and Allied Health Literature), PsycINFO, and Scopus-was conducted. Key terms included "dementia," "family caregivers," and "simulation." To broaden reference retrieval, "empathy" was not used as a key term but remained an inclusion criterion during reference screening. Data extraction of relevant references was completed. RESULTS The search yielded 212 citations. Seven eligible dementia simulation studies were identified, including 1 randomized controlled trial, 3 quasi-experimental studies, and 3 qualitative research studies. Only 3 of the 7 studies focused specifically on family caregivers of persons with dementia. CONCLUSIONS Qualitative data supported increased empathy in family caregivers, but quantitative findings on changes in empathy levels were inconclusive. Further research using quantitative or mixed-methods designs is necessary to support benefits of simulation on empathy for family caregivers of persons with dementia.
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Affiliation(s)
- Zina Karana
- College of Nursing, Rush University, Chicago, IL, USA
| | - Olimpia Paun
- College of Nursing, Rush University, Chicago, IL, USA
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Lien RY, Cheng CG, Hung SH, Wang CY, Lin HC, Lu SF, Chin SI, Kuo YW, Liu CW, Yung MC, Cheng CA. The Effect of the Knowledge, Skills, and Attitudes from Nurse Training Using In Situ Simulation in an Intensive Care Unit. Healthcare (Basel) 2023; 11:2851. [PMID: 37957996 PMCID: PMC10649282 DOI: 10.3390/healthcare11212851] [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: 08/31/2023] [Revised: 10/17/2023] [Accepted: 10/20/2023] [Indexed: 11/15/2023] Open
Abstract
BACKGROUND In situ simulation is the practice of using simulated scenarios to improve skill implementation, train critical thinking and problem-solving abilities, and enhance self-efficacy. This study aimed to enhance nursing knowledge, skills, and attitudes toward clinical work by applying in situ simulation training to improve the healthcare of critically ill patients. METHODS This study was conducted from a medical center in northern Taiwan and included 86 trainees who received intensive care training courses from 1 June 2017 to 31 May 2019. The self-report knowledge assessment, empathetic self-efficacy scale, skill assessment, and attitudes of instructors before and after training were collected. The statistical analysis used the Wilcoxon test for knowledge and attitudes, and chi-square tests were used for skills to evaluate the learning effect. RESULTS The results showed a statistically significant improvement in knowledge, skills, attitudes, and empathy in nursing care. CONCLUSIONS In situ simulation learning can be an accepted method for nursing skills in the intensive care unit. Through this study, we understood that the in situ simulation method was beneficial to nurses' care and care thinking processes. It is worth developing and evaluating integrated simulation education to enhance learning, change behavior, and promote holistic care in the nursing field.
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Affiliation(s)
- Ru-Yu Lien
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- School of Nursing, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
| | - Chun-Gu Cheng
- Department of Emergency Medicine, Taoyuan Armed Forces General Hospital, Taoyuan 32549, Taiwan
- Department of Emergency Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei 11490, Taiwan
- Department of Emergency, Wan Fang Hospital, Taipei Medical University, Taipei 11696, Taiwan
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111036, Taiwan
| | - Shih-Hsin Hung
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- School of Nursing, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
- Department of Nursing, Chang Jung Christian University, Tainan 711301, Taiwan
| | - Chien-Ying Wang
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111036, Taiwan
- School of Medicine, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
- Department of Critical Care Medicine, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- Division of Trauma, Department of Emergency Medicine, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Hui-Chen Lin
- School of Nursing, College of Nursing, Taipei Medical University, Taipei 11031, Taiwan
| | - Shu-Fen Lu
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
- School of Nursing, National Yang Ming Chiao Tung University, Taipei 112304, Taiwan
| | - Shu-I Chin
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Yi-Wen Kuo
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Chia-Wen Liu
- Department of Nursing, Taipei Veterans General Hospital, Taipei 112201, Taiwan
| | - Ming-Chi Yung
- Department of Cardiovascular Surgery, Taiwan Adventist Hospital, Taipei 10556, Taiwan
| | - Chun-An Cheng
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111036, Taiwan
- Department of Neurology, Tri-Service General Hospital, National Defense Medical Center, Taipei 11490, Taiwan
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Ng YK, Shah NM, Chen TF, Loganadan NK, Kong SH, Cheng YY, Sharifudin SSM, Chong WW. Impact of a training program on hospital pharmacists' patient-centered communication attitudes and behaviors. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2023; 11:100325. [PMID: 37694168 PMCID: PMC10485631 DOI: 10.1016/j.rcsop.2023.100325] [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: 05/30/2023] [Revised: 08/25/2023] [Accepted: 08/25/2023] [Indexed: 09/12/2023] Open
Abstract
Background Effective communication that integrates the value of patient-centered care is important in healthcare encounters. Communication skills training (CST) has been indicated as effective in improving patient-centered communication behaviors. However, there is a paucity of studies on the impact of CST among Malaysian hospital pharmacists. Objective This study aimed to evaluate the effects of a patient-centered CST program on patient-centered communication scores, communication self-efficacy, and attitudes toward concordance among pharmacists in public hospitals. Methods A communication skills training (CST) program was conducted among hospital pharmacists. This training intervention was developed based on patient-centered communication frameworks and techniques, namely the Four Habits Model and motivational interviewing. A pre-test/post-test quasi-experimental design was implemented for the evaluation. Pharmacists underwent pre-test/post-test audiotaped simulated consultations and completed questionnaires, including the Revised United States-Leeds Attitudes Toward Concordance scale (RUS-LATCon) and Communication Self-Efficacy scale. The Four Habits Coding Scheme (FHCS) was used to evaluate patient-centered communication scores from the audiotapes, and the Wilcoxon signed-rank test was used to analyze for differences in the pre- and post-intervention scores. Results A total of 38 pharmacists from four tertiary hospitals participated in this study and completed the pre-test. However, due to the impact of COVID-19, only 23 pharmacists completed the post-test data collection. Improvements were noted in the FHCS scores post-training, including items related to exploring patients' concerns, acceptability, and barriers to treatment. Based on the questionnaire, there was an improvement in recognizing patients' needs and potential medication uncertainty and an increase in the overall communication self-efficacy scores after the training. Conclusions CST may help improve the adoption of patient-centered communication in pharmacists' consultations with patients.
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Affiliation(s)
- Yew Keong Ng
- Centre of Quality Management of Medicines, Faculty of Pharmacy, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur, Malaysia
| | - Noraida Mohamed Shah
- Centre of Quality Management of Medicines, Faculty of Pharmacy, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur, Malaysia
| | - Timothy F. Chen
- School of Pharmacy, Faculty of Medicine and Health, The University of Sydney, NSW 2006, Australia
| | - Navin Kumar Loganadan
- Department of Pharmacy, Hospital Putrajaya, Ministry of Health, Pusat Pentadbiran Kerajaan Persekutuan Presint 7, 62250 Putrajaya, Malaysia
| | - Shue Hong Kong
- Department of Pharmacy, Universiti Kebangsaan Malaysia Medical Centre, Jalan Yaacob Latif, Bandar Tun Razak, 56000 Kuala Lumpur, Malaysia
| | - Yi Yun Cheng
- Department of Pharmacy, Hospital Ampang, Ministry of Health, Jalan Mewah Utara, Taman Pandan Mewah, 68000 Ampang Jaya, Selangor, Malaysia
| | - Siti Shahida Md Sharifudin
- Department of Pharmacy, Hospital Kuala Lumpur, Ministry of Health, Jalan Pahang 50586, Kuala Lumpur, Malaysia
| | - Wei Wen Chong
- Centre of Quality Management of Medicines, Faculty of Pharmacy, Universiti Kebangsaan Malaysia, Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur, Malaysia
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van Dijke J, van Nistelrooij I, Bos P, Duyndam J. Engaging otherness: care ethics radical perspectives on empathy. MEDICINE, HEALTH CARE, AND PHILOSOPHY 2023; 26:385-399. [PMID: 37171745 PMCID: PMC10425473 DOI: 10.1007/s11019-023-10152-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/08/2023] [Indexed: 05/13/2023]
Abstract
Throughout the years, care ethicists have raised concerns that prevalent definitions of empathy fail to adequately address the problem of otherness. They have proposed alternative conceptualizations of empathy that aim to acknowledge individual differences, help to extend care beyond one's inner circle, and develop a critical awareness of biases and prejudices. We explore three such alternatives: Noddings' concept of engrossment, Meyers' account of broad empathy, and Baart's concept of perspective-shifting. Based on these accounts, we explain that care ethics promotes a conceptualization of empathy that is radical in its commitment to engage otherness and that is characterized by being: (1) receptive and open, (2) broad and deep in scope, (3) relational and interactive, (4) mature and multifaceted, (5) critical and reflective, (6) disruptive and transformative. This type of empathy is both demanding and rewarding, as it may inspire health professionals to rethink empathy, its challenges, and its contribution to good care and as it may enrich empathy education and professional empathy practices in health care.
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Affiliation(s)
- Jolanda van Dijke
- University of Humanistic Studies, Kromme Nieuwegracht 29, Utrecht, 3512 HD The Netherlands
| | | | - Pien Bos
- Research Methodology, University of Humanistic Studies, Utrecht, The Netherlands
| | - Joachim Duyndam
- Philosophy, University of Humanistic Studies, Utrecht, The Netherlands
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17
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Nion N, Serresse L, Lavault S, Similowski T. From the sound of breathing to the sound of distress: implications for dyspnoeic patients and their caregivers. Eur Respir J 2023; 62:2300982. [PMID: 37474150 DOI: 10.1183/13993003.00982-2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Accepted: 06/13/2023] [Indexed: 07/22/2023]
Affiliation(s)
- Nathalie Nion
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, F-75005 Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Département R3S, F-75013 Paris, France
| | - Laure Serresse
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, F-75005 Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, Fédération "Soins Palliatifs, Accompagnement et Soins de Support", F-75013 Paris, France
| | - Sophie Lavault
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, F-75005 Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Service de Médecine de Réadaptation Respiratoire, Département R3S, F-75013 Paris, France
| | - Thomas Similowski
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, F-75005 Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, Fédération "Soins Palliatifs, Accompagnement et Soins de Support", F-75013 Paris, France
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18
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Unal E, Ozdemir A. The effect of hybrid simulated burn care training on nursing students' knowledge, skills, and empathy: A randomised controlled trial. NURSE EDUCATION TODAY 2023; 126:105828. [PMID: 37086499 DOI: 10.1016/j.nedt.2023.105828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/25/2022] [Revised: 03/16/2023] [Accepted: 04/11/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Although improvements in burn care have increased the probability of survival in recent years, major complications are still common in burn patients. Nursing students should be competent to evaluate and intervene in the burn. OBJECTIVE To examine the effects of hybrid simulated burn care training on nursing students' knowledge, skills, and empathy. DESIGN In this study, a randomised experimental design was used. PARTICIPANTS This study was conducted on third-year undergraduate nursing students. METHODS Students in this study were randomly assigned to one of two groups: the Hybrid Simulated Group (N = 26) and the Control Group (N = 30). Standard Education training was completed by all participants. Only the hybrid simulation group students received training on the standardised patient with wearable burn plasters. Students' knowledge of burn care was assessed using an information questionnaire immediately following the theoretical training and after training for three weeks. An Objective Structured Clinical Exam was used to assess students' abilities. The Objective Structured Clinical Exam was convened three weeks after the theoretical training. The Multidimensional Emotional Empathy Scale was used to assess the students' empathy ability level immediately following the theoretical training and three weeks later. RESULTS After the intervention, nursing students in the Hybrid Simulated group had improved empathy, knowledge, skills of physical assessment, and implementation of interventions and referral criteria on burn care (p < 0.05). CONCLUSION Simulated burn training could be utilised to improve nursing students' empathy, knowledge, and skills of physical assessment evaluation of interventions and referral criteria on burn care.
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Affiliation(s)
- Eda Unal
- Bursa Uludag University, Faculty of Health Sciences, Department of Public Health Nursing, Bursa, Turkey.
| | - Aysel Ozdemir
- Bursa Uludag University, Faculty of Health Sciences, Department of Public Health Nursing, Bursa, Turkey.
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Peisachovich E, Kapoor M, Da Silva C, Rahmanov Z. Twenty-first-Century Skills: Teaching Empathy to Health Professions Students. Cureus 2023; 15:e36076. [PMID: 37065306 PMCID: PMC10096794 DOI: 10.7759/cureus.36076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 02/22/2023] [Indexed: 03/15/2023] Open
Abstract
A key component of therapeutic relationships is the ability of medical professionals to empathize with patients, as research indicates a link between a healthcare worker's ability to empathize with patients and improved patient outcomes. Empathy - the ability to perceive the meaning and feelings of another and to communicate those feelings to others - may be an innate concept, but it is shaped through behaviours and experiences. It is imperative, then, that post-secondary students entering the medical field be taught to develop empathy in order to facilitate positive patient outcomes. Embedding empathy-based education in the curriculum of medical, nursing, and allied health programs early in the course of study can help students understand the patient's perspective and facilitate positive therapeutic relationships early in students' professional careers. The shift from traditional teaching and learning styles to online learning has created deficiencies such as gaps in communication, empathy, and the development of emotional intelligence. To address these gaps, new and innovative ways to teach empathy, such as simulation, can be employed.
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20
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Martin R, Mandrusiak A, Russell T, Forbes R. Physiotherapy students' empathy towards Australians living in rural settings: A pre-test post-test evaluation of a stand-alone rural simulation activity. Aust J Rural Health 2023; 31:19-31. [PMID: 35830392 DOI: 10.1111/ajr.12902] [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: 01/20/2022] [Revised: 05/28/2022] [Accepted: 06/26/2022] [Indexed: 11/29/2022] Open
Abstract
OBJECTIVE To investigate how a rural simulation activity influenced physiotherapy students' rural empathy, and to explore students' perception of the activity. SETTING A metropolitan university in Queensland, Australia. PARTICIPANTS Second year undergraduate physiotherapy students. DESIGN A single cohort pre-test post-test evaluation was undertaken to evaluate a rural simulation activity. Participants received the rural simulation activity, featuring an immersive video and telehealth simulation with a standardised patient portrayed by an actor. Participants undertook a structured debrief and guided reflection following the simulation. Outcome measures included the Rural Comprehensive State Empathy Scale (R-CSES) and the Satisfaction with Simulation Experience Scale. Group interviews were undertaken regarding participant perceptions of the activity. Wilcoxon Rank-Sum tests were used to analyse survey data, and group interview data were subject to thematic analyses. RESULTS A total of 102 students undertook the activity, with an outcome measure response rate of 92.2% (94/102). Intra-personal rural empathy increased following the activity as demonstrated by the overall R-CSES score [pre-test: 101.5 (90-110.75) vs post-test 107 (100-120); p = <0.001; r = 0.39]. There was high satisfaction with the experience [mean SSES score = 18/21]. Two themes were generated from the group interview data: (1) effect on perceptions of rural practice and (2) feedback regarding the simulation. CONCLUSION A rural simulation activity using an immersive video, standardised patient, and a structured debrief increased physiotherapy students' empathy towards Australians living in rural settings. Students were satisfied with the activity and felt that it improved their understanding of the challenges of rural healthcare.
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Affiliation(s)
- Romany Martin
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Qld, Australia
| | - Allison Mandrusiak
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Qld, Australia
| | - Trevor Russell
- RECOVER Injury Research Centre, Surgical, Treatment, and Rehabilitation Service, Herston, Qld, Australia
| | - Roma Forbes
- School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Qld, Australia
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Lovell B, Newman A, Wetherell MA. Seeing it my way: A perspective taking intervention alleviates psychological distress in caregivers of autistic children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 133:104396. [PMID: 36580813 DOI: 10.1016/j.ridd.2022.104396] [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: 07/28/2022] [Revised: 11/28/2022] [Accepted: 12/13/2022] [Indexed: 06/17/2023]
Abstract
Cognitively empathic caregivers are able to take the perspective of their autistic child(ren) without experiencing vicarious distressing emotions, and typically report lower psychological distress. Taking the perspective of the autistic child might, through fostering cognitive empathy, might relieve caregivers' psychological distress. Here we explored whether autism perspective taking videos developed by the National Autistic Society (NAS), intended to raise public awareness about autism, might be effective, packaged as an intervention, for increasing caregivers' cognitive empathy and reducing their psychological distress. A sample of 24 caregivers of autistic children completed questionnaires capturing psychological distress and cognitive empathy at baseline. For three consecutive days, for two-three minutes per day, caregivers watched perspective taking videos. Follow up assessments were collected 7, 14, and 21 days post intervention. Psychological distress was lower after seven days, and stayed lower 14 and 21 days post intervention compared with baseline. Cognitive empathy was higher after 14 days, and remained higher 21 days post intervention compared with baseline. Taking the perspective of the autistic child, achieved here with publically available NAS videos, seems to be effective for increasing caregivers' cognitive empathy and reducing their psychological distress for up to three weeks. Future research might use more rigorous methodologies, incorporating control groups and larger samples, to explore moderators of intervention efficacy.
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Affiliation(s)
- Brian Lovell
- Department of Psychology, Northumbria University, UK.
| | - Amy Newman
- Department of Psychology, Northumbria University, UK
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Reed J, Salusky I, Shattell M. Experiences of Mental Health Practitioners With Empathy Computer Games. J Psychosoc Nurs Ment Health Serv 2023; 61:25-31. [PMID: 35858203 DOI: 10.3928/02793695-20220705-05] [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: 01/06/2023]
Abstract
Several learning games designed for nursing training exist. Yet, there is a gap in understanding what makes learning games efficacious. The current study examined the reactions of 12 mental health nurses, therapists, social workers, and counselors during and after playing four computer games designed to induce empathy for persons with mental health disorders. Thematic analysis revealed that games accurately embodied emotional and cognitive experiences of the intended disorders. Analysis also indicated shortcomings, including games falling short in their usefulness for understanding depicted disorders. Participants indicated that the games changed their attitudes and beliefs. Findings suggest that learning games can be useful for nursing students and trainees, as well as patients' friends and family members. [Journal of Psychosocial Nursing and Mental Health Services, 61(1), 25-31.].
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23
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Miller S, Lee DA, Muhimpundu S, Maxwell CA. Developing and pilot testing a frailty-focused education and communication training workshop. PEC INNOVATION 2022; 1:100013. [PMID: 37364013 PMCID: PMC10194190 DOI: 10.1016/j.pecinn.2021.100013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 12/03/2021] [Accepted: 12/03/2021] [Indexed: 06/28/2023]
Abstract
Objective To describe development and pilot testing of a multi-modal frailty-focused education and communication training workshop for health care clinicians. Methods Pilot testing was conducted via two workshops (#1:face-to-face [2019], #2:virtual [2020]). Participants: convenience sample of clinicians and students who volunteered. Workshop #1 included registered nurses working in an acute care and one medical student (N=14); #2: nursing students enrolled in an APRN program. Design: Pre/post observational study. Data analysis: descriptive statistics, paired t-tests and Wilcoxon rank test. Results Statistically significant increases in frailty knowledge (#1: p = 0.02, d = 0.44; #2: p = 0.006, d = 0.55) and self-reported competency with older adult interactions (#1: p < 0.001, d = 0.62; #2: p = 0.001, d = 0.63) were reported for both workshops. Post course evaluations of the workshop were positive, with scores ranging from 3.5-3.9 (range: 0-4) for increased understanding of the concept of frailty, communication to support health-related behavior, and best practice empathic communication skills. Conclusion The FCOM workshop was successful. Participants gained knowledge and skills for use in working with older adults across the aging continuum from non-frail to frail. Innovation Our FCOM training workshop expands prior communication training on shared decision-making with frail individuals to a broader population of all older adults.
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Affiliation(s)
- Sally Miller
- Vanderbilt University School of Nursing, 461 21 Ave South, Nashville, TN 37240, USA
| | - Deborah A. Lee
- Middle Tennessee State University, 1301 East Main Street, Murfreesboro, TN 37132, USA
| | - Sylvie Muhimpundu
- Vanderbilt University School of Nursing, 461 21 Ave South, Nashville, TN 37240, USA
| | - Cathy A. Maxwell
- Vanderbilt University School of Nursing, 461 21 Ave South, Nashville, TN 37240, USA
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Decavèle M, Serresse L, Gay F, Nion N, Lavault S, Freund Y, Niérat MC, Steichen O, Demoule A, Morélot-Panzini C, Similowski T. ' Involve me and I learn': an experiential teaching approach to improve dyspnea awareness in medical residents. MEDICAL EDUCATION ONLINE 2022; 27:2133588. [PMID: 36218180 PMCID: PMC9559048 DOI: 10.1080/10872981.2022.2133588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 09/30/2022] [Accepted: 10/05/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Dyspnea is a frightening and debilitating experience. It attracts less attention than pain ('dyspnea invisibility'), possibly because of its non-universal nature. We tested the impact of self-induced experimental dyspnea on medical residents. MATERIALS AND METHODS During a teaching session following the principles of experiential learning, emergency medicine residents were taught about dyspnea theoretically, observed experimental dyspnea in their teacher, and personally experienced self-induced dyspnea. The corresponding psychophysiological reactions were described. Immediate and 1-year evaluations were conducted to assess course satisfaction (overall 0-20 grade) and the effect on the understanding of what dyspnea represents for patients. RESULTS Overall, 55 emergency medicine residents participated in the study (26 men, median age 26 years). They were moderately satisfied with previous dyspnea teaching (6 [5-7] on a 0-10 numerical rating scale [NRS]) and expressed a desire for an improvement in the teaching (8 [7-9]). Immediately after the course they reported improved understanding of patients' experience (7 [6-8]), which persisted at 1 year (8 [7-9], 28 respondents). Overall course grade was 17/20 [15-18], and there were significant correlations with experimental dyspnea ratings (intensity: r = 0.318 [0.001-0.576], p = 0.043; unpleasantness: r = 0.492 [0.208-0.699], p = 0.001). In multivariate analysis, the only factor independently associated with the overall course grade was 'experiential understanding' (the experimental dyspnea-related improvement in the understanding of dyspneic patients' experience). A separate similar experiment conducted in 50 respiratory medicine residents yielded identical results. CONCLUSIONS This study suggests that, in advanced medical residents, the personal discovery of dyspnea can have a positive impact on the understanding of what dyspnea represents for patients. This could help fight dyspnea invisibility.
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Affiliation(s)
- Maxens Decavèle
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Service de Médecine Intensive, Réanimation, Département R3S, Paris, France
| | - Laure Serresse
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Unité Mobile de Soins Palliatifs, Paris, France
| | - Frédérick Gay
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Laboratoire de parasitologie-mycologie, Paris, France
| | - Nathalie Nion
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Département R3S, Paris, France
| | - Sophie Lavault
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Département R3S, Paris, France
| | - Yonathan Freund
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Service d’accueil des urgences, Paris, France
- Sorbonne Université, INSERM, UMRS 1166, IHU ICAN, Paris, France
| | - Marie-Cécile Niérat
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, Paris, France
| | - Olivier Steichen
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Tenon, Service de médecine interne, Paris, France
- Sorbonne Université, INSERM, UMRS 1142 LIMICS, Paris, France
| | - Alexandre Demoule
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Service de Médecine Intensive, Réanimation, Département R3S, Paris, France
| | - Capucine Morélot-Panzini
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Service de Pneumologie, Département R3S, Paris, France
| | - Thomas Similowski
- Sorbonne Université, INSERM, UMRS1158 Neurophysiologie Respiratoire Expérimentale et Clinique, Paris, France
- AP-HP, Groupe Hospitalier Universitaire APHP-Sorbonne Université, site Pitié-Salpêtrière, Département R3S, Paris, France
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Geier AK, Lippmann S, Rau A, Schrimpf A, Bleckwenn M, Deutsch T. Walking a mile in Grandma’s shoes - medical students’ evaluation of a very simple online aging game to enhance their understanding of older patients. BMC Geriatr 2022; 22:865. [PMCID: PMC9667442 DOI: 10.1186/s12877-022-03470-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Accepted: 09/20/2022] [Indexed: 11/17/2022] Open
Abstract
Abstract
Background
Aging simulation games are established educational interventions to make older patients’ perspectives noticeable, raise awareness about their needs, and positively influence attitudes toward older adults. Due to the COVID-19 pandemic restrictions imposed on education, we replaced a classroom-based aging simulation course with a simple online equivalent. This consisted of short introductory screencasts, four downloadable Portable Document Format (PDF) files containing issue-specific audio and video links, quizzes, case studies, and prompts for reflection. We explored how well our self-directed simple online simulation succeeded in providing students with relevant insights and experiences, raising awareness about age-related difficulties, and enhancing understanding of older patients.
Methods
In this cross-sectional study, an anonymous post hoc online survey was conducted among 277 5th-year medical students eligible for the course at the Leipzig University in May 2020. The questionnaire addressed overall course evaluations, assessments of the individual PDF components (working enjoyment, personal insights, professional learning gain, enhanced understanding, increased interest in working with older patients), and students’ main insights from the course (free text). Descriptive statistical and qualitative content analyses were performed.
Results
The response rate was 92.4% (n = 256, mean age 25.7 ± 3.4 years, 59.8% women). Nearly all respondents reported that the course was well structured, easily understandable, and that processing was intuitive. The majority (82.8%) perceived the course as practice-oriented, 88.3% enjoyed processing, 60.3% reported having gained new professional knowledge, and 75.4% had new personal insights. While only 14.8% agreed that the online course could generally replace the real-world simulation, 71.1% stated that it enabled them to change their perspective and 91.7% reported enhanced understanding of older patients. PDF components containing audio and video links directly imitating conditions (visual or hearing impairment) were rated highest. Qualitative data revealed manifold insights on the part of the students, most frequently referring to aspects of professional doctor-patient interaction, knowledge about conditions and diseases, role reversal, and enhanced empathy.
Conclusion
Simple online aging simulations may be suitable to provide students with relevant insights and enhance their understanding of older patients. Such simulations could be alternatively implemented in health professionals’ education where resources are limited.
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Magerman J, Demedts D, De Smet S, Fobelets M. Using Simulation to Help Health Professions Students Learn to Talk to Clients About Suicide. Creat Nurs 2022; 28:266-273. [DOI: 10.1891/cn-2022-0036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Background:Because of the high prevalence of suicide, health-care professions students need training in recognition of clients’ suicidal thoughts, assessment of suicide risk, and specific narrative techniques. This study explores health-care professions students’ perceptions of and feedback on a simulation module on suicidal behavior.Methods:Thematic analysis was conducted on feedback from group interviews with participants.Results:Students valued the reassuring effect of a best practice video. The sense of reality in the simulation scenarios was highly appreciated. Although being filmed was stressful for some students, reviewing and discussing key moments in the recordings appeared a major advantage. Debriefing was essential to discuss and emotionally discharge the experiences of role players and observers.Conclusions:Simulation training for caregivers on suicidal behavior can be designed and evaluated on other mental health topics as well.
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Røssland A, Svellingen A, Røykenes K. Role Exchange in Student-led Simulation: The Importance of Nursing Students Taking the Role of Patients. SAGE Open Nurs 2022; 8:23779608221130605. [PMID: 36213616 PMCID: PMC9536141 DOI: 10.1177/23779608221130605] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 08/28/2022] [Accepted: 09/17/2022] [Indexed: 11/17/2022] Open
Abstract
Introduction As simulated patients in simulation-based learning, nursing students can contribute to a better understanding of the patient perspective in clinical practice. Objective The aim was to explore final-year nursing students' experiences in roleplaying as patients in a student-led simulation of difficult conversations as a form of preparing for practice in mental healthcare and homecare nursing. Methods The study was conducted using a qualitative research design. After the student-led simulation, four of the students participated in multistage focus group interviews over a period of six months: the first interview was immediately after simulation and the second was after clinical practice. Findings One main theme was identified before clinical practice: "simulating the patient contributes to preparation for difficult conversations in practice." Two main themes were identified after the students' clinical practice: "simulation of both the nurse and patient lays the foundation for communicating with patients" and "the value of silence." Conclusion The findings indicate that simulation training and role exchange when students roleplay both as the patient and nurse contribute to a greater understanding of the patient perspective, and students benefit from this when communicating with patients in clinical practice.
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Affiliation(s)
- Anneline Røssland
- Institute of Nursing, Faculty of Health, VID Specialized University, Oslo, Norway,Anneline Røssland, Institute of Nursing, Faculty of Health, VID Specialized University, Postbox 184 Vinderen, 0319 Oslo, Norway.
| | - Alette Svellingen
- Institute of Nursing, Faculty of Health, VID Specialized University, Oslo, Norway
| | - Kari Røykenes
- Institute of Nursing, Faculty of Health, VID Specialized University, Oslo, Norway
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Han A, Kim TH. A Quasi-experimental Study Measuring the Effectiveness of Two Empathy Enhancement Programs on Caregivers Working with Older Adults Living Alone. Clin Gerontol 2022; 45:1253-1262. [PMID: 32093528 DOI: 10.1080/07317115.2020.1731639] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Objectives: This quasi-experimental study assessed the effectiveness of two empathy enhancement programs on direct care workers of older adults living alone in South Korea.Methods: A total of 104 direct care workers participated in either a simulation-based program or a lecture-based program. Data were collected prior to and 2 weeks after the program implementation using self-reported questionnaires.Results: The lecture-based group had significantly higher levels of empathy compared to the simulation-based group. Pretest-posttest differences were found in the lecture-based group only, including higher levels of empathy and caring efficacy and lower levels of secondary traumatic stress and burnout.Conclusions: More studies are needed to identify helpful components of empathy enhancement programs to direct care workers working with older adults living alone. Also, a further randomized controlled trial study is needed to assess programs' effectiveness on older adults living alone and direct care workers.Clinical implications: A lecture-based empathy enhancement program can increase levels of empathy and caring efficacy of direct care workers working with older adults and decrease care workers' levels of burnout and stress. Training for direct care workers of older adults is needed to improve the empathy of direct care workers while reducing their stress and burnout.
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Affiliation(s)
- Areum Han
- Department of Occupational Therapy, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Tae Hui Kim
- Department of Psychiatry, Yonsei University Wonju College of Medicine, Wonju, South Korea
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Maximiano-Barreto MA, Ottaviani AC, Luchesi BM, Chagas MHN. Empathy Training for Caregivers of Older People: A Systematic Review. Clin Gerontol 2022:1-12. [PMID: 36148523 DOI: 10.1080/07317115.2022.2127390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
OBJECTIVES To identify empathy training models and the effects on psychological concerns in paid and unpaid caregivers of older people. METHODS A systematic review was conducted. Searches for relevant articles were performed in the Embase, LILACS, PsycInfo, Pubmed, Scopus and Web of Science databases using the following search strategy: "Empathy AND (Education OR Training OR Intervention) AND Caregiver." No restrictions were imposed regarding language or year of publication. RESULTS Empathy training for caregivers of older people were performed in six studies, three of which identified a significant increase in empathy levels and consequent reduction in psychological concerns. Empathy training focused on aspects of empathy and/or the caregiver had significant effects on the outcome variables. Moreover, training conducted online, by telephone and/or in person can generate satisfactory results. The other three studies that conducted training with a focus on aspects of dementia and/or old age did not present any effect on the outcome variables. CONCLUSIONS Empathy training for caregivers of older people can increase levels of this ability, especially in the cognitive domain, as well as diminish psychological concerns caused by the negative impact of providing care. CLINICAL IMPLICATIONS Empathy training directed at empathic abilities and/or aspects of providing care can be effective at increasing levels of this ability. Moreover, training in different care contexts can minimize the negative impacts of providing care.
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Affiliation(s)
| | | | - Bruna Moretti Luchesi
- Research Group on Mental Health, Cognition and Aging, Federal University of São Carlos, São Carlos, Brazil
- Campus de Três Lagoas, Federal University of Mato Grosso Do Sul, Três Lagoas, Brazil
| | - Marcos Hortes Nisihara Chagas
- Research Group on Mental Health, Cognition and Aging, Federal University of São Carlos, São Carlos, Brazil
- Bairral Institute of Psychiatry, Itapira, Brazil
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Fernández-Gutiérrez M, Bas-Sarmiento P, del Pino-Chinchilla H, Poza-Méndez M, Marín-Paz AJ. Effectiveness of a multimodal intervention and the simulation flow to improve empathy and attitudes towards older adults in nursing students: A crossover randomised controlled trial. Nurse Educ Pract 2022; 64:103430. [DOI: 10.1016/j.nepr.2022.103430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 08/10/2022] [Accepted: 08/15/2022] [Indexed: 11/28/2022]
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Wetzlmair LC, O'Carroll V, O'Malley AS, Murray S. Teleconsultation in health and social care professions education: A systematic review. CLINICAL TEACHER 2022; 19:e13519. [PMID: 35898157 PMCID: PMC9544545 DOI: 10.1111/tct.13519] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 07/18/2022] [Indexed: 11/28/2022]
Abstract
Introduction Teleconsultation education in health care and social work education is under‐reported. However, literature indicates that educating the workforce in teleconsultation skills is essential to continue with safe, high‐quality delivery of services and increases the likelihood of implementing teleconsultations in health care. Training for students should, therefore, be encouraged. This systematic literature review aims to investigate global experiences of teleconsultation training in undergraduate health care and social work education. Methods A systematic review of peer‐reviewed literature was undertaken. The review was guided by the Joanna Briggs Institute guidelines. Electronic databases were searched for eligible evidence. Studies were included only if they described and evaluated teleconsultation education for undergraduate health care and social work students. Results/Discussion This review shows that mandatory education in teleconsultation is limited in undergraduate health care and social work education. Narrative synthesis and analysis of 14 studies led to the development of two themes: pedagogical aspects, and perspectives on telecommunication and teleconsultation learning and teaching. Practical experiences with simulated patients or during clinical placements with real patients were the most common mode of delivery. Feedback on teleconsultation education was generally positive; overall, health care students felt more confident using teleconsultation and valued safety of learning through simulation. Conclusion Teleconsultation education is a legitimate way to expose students to telehealth. High satisfaction rates, increased knowledge and confidence in use indicate the positive impact this learning has on students. Nevertheless, further high‐quality research and guidance for educators are warranted.
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Affiliation(s)
| | | | | | - Stuart Murray
- University of St Andrews, School of Medicine, St Andrews, UK
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Kelly S, Smyth E, Murphy P, Pawlikowska T. A scoping review: virtual patients for communication skills in medical undergraduates. BMC MEDICAL EDUCATION 2022; 22:429. [PMID: 35659213 PMCID: PMC9166208 DOI: 10.1186/s12909-022-03474-9] [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: 12/17/2021] [Accepted: 05/09/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND Communication is an essential competence for medical students. Virtual patients (VP), computerized educational tools where users take the role of doctor, are increasingly used. Despite the wide range of VP utilization, evidence-based practical guidance on supporting development of communication skills for medical students remains unclear. We focused this scoping review on VP affordance for student learning especially important in the current environment of constrained patient access. METHODS This scoping review followed Arksey & O'Malley's methodology. We tested and used a search strategy involving six databases, resulting in 5,262 citations. Two reviewers independently screened titles, full texts (n= 158) and finally performed data extraction on fifty-five included articles. To support consideration of educational affordance the authors employed a pragmatic framework (derived from activity theory) to map included studies on VP structure, curricular alignment, mediation of VP activity, and socio-cultural context. RESULTS Findings suggest that not only the VP itself, but also its contextualization and associated curricular activities influence outcomes. The VP was trialled in the highest proportion of papers as a one-off intervention (19 studies), for an average duration of 44.9 minutes (range 10-120min), mainly in senior medical students (n=23), notably the largest group of studies did not have VP activities with explicit curricular integration (47%). There was relatively little repeated practice, low levels of feedback, self-reflection, and assessment. Students viewed VPs overall, citing authenticity and ease of use as important features. Resource implications are often omitted, and costings would facilitate a more complete understanding of implications of VP use. CONCLUSION Students should be provided with maximal opportunity to draw out the VPs' full potential through repeated practice, without time-constraint and with curricular alignment. Feedback delivery enabling reflection and mastery is also key. The authors recommend educators to explicitly balance computerized authenticity with instructional design integrated within the curriculum.
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Affiliation(s)
- Síle Kelly
- Department of Medicine, RCSI University of Medicine and Health Science, Smurfit Building, ERC, Beaumont Hospital, Beaumont Road, Dublin 9, Ireland.
| | - Erica Smyth
- Health Professions Education Centre, RCSI University of Medicine and Health Science, Dublin, Ireland
| | - Paul Murphy
- Library, RCSI University of Medicine and Health Science, Dublin, Ireland
| | - Teresa Pawlikowska
- Health Professions Education Centre, RCSI University of Medicine and Health Science, Dublin, Ireland
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Marques AJ, Gomes Veloso P, Araújo M, de Almeida RS, Correia A, Pereira J, Queiros C, Pimenta R, Pereira AS, Silva CF. Impact of a Virtual Reality-Based Simulation on Empathy and Attitudes Toward Schizophrenia. Front Psychol 2022; 13:814984. [PMID: 35602736 PMCID: PMC9116500 DOI: 10.3389/fpsyg.2022.814984] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2021] [Accepted: 04/08/2022] [Indexed: 02/03/2023] Open
Abstract
Virtual Reality (VR) has been identified as one of the most promising resources for developing empathy towards stigmatized groups as it allows individuals to experience a situation close to reality from another person’s perspective. This quasi-experimental study aimed to examine the impact on empathy, knowledge, and attitudes towards people with schizophrenia of a VR simulation that reproduces the experience of psychotic symptoms while performing a cognitive task compared with watching a 2D video and, thus, how these experiences could reduce stigma towards people diagnosed with schizophrenia. The sample comprised of 102 higher education health students, distributed by the experimental and control groups. The impact of the program was measured by completing multiple questionnaires on levels of empathy, attitudes, and mental health knowledge. Both methods (VR and 2D video) were, to a certain extent, effective. However, VR was more effective at eliciting attitudes and knowledge change compared to the control group. These findings suggest that not only VR but also 2D videos could be interesting strategies to enhance empathy and improve attitudes towards people with schizophrenia in higher education health students.
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Affiliation(s)
- Antonio J Marques
- Center for Rehabilitation Research, School of Health, Polytechnic of Porto, Porto, Portugal
| | - Paulo Gomes Veloso
- Center for Rehabilitation Research, School of Health, Polytechnic of Porto, Porto, Portugal
| | - Margarida Araújo
- Center for Rehabilitation Research, School of Health, Polytechnic of Porto, Porto, Portugal
| | - Raquel Simões de Almeida
- Center for Rehabilitation Research, School of Health, Polytechnic of Porto, Porto, Portugal.,Santa Maria Health School, Porto, Portugal
| | - António Correia
- Center for Rehabilitation Research, School of Health, Polytechnic of Porto, Porto, Portugal
| | - Javier Pereira
- CITIC Research Center, University of A Coruña, A Coruña, Spain
| | - Cristina Queiros
- Faculty of Psychology and Education Science, University of Porto, Porto, Portugal
| | - Rui Pimenta
- School of Health, Polytechnic of Porto, Portugal and CEISUC, University of Coimbra, Porto, Portugal
| | - Anabela S Pereira
- Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
| | - Carlos F Silva
- Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
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Alotaibi FZ, Agha S, Masuadi E. Orientation of Healthcare Educators Towards Using an Effective Medical Simulation-Based Learning: A Q-Methodology Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:507-519. [PMID: 35592357 PMCID: PMC9113552 DOI: 10.2147/amep.s363187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/19/2022] [Accepted: 04/29/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE This study explores the healthcare educators' orientations about medical simulation in clinical skills training -its benefits, needs, challenges, and implications for proper implementation and integration into curricula. METHODS The study used a Q-sort technique, allowing quantitative and qualitative representation of the participants' orientations and was conducted at King Saud bin Abdulaziz University for Health Sciences in Riyadh, Saudi Arabia. A total of 22 healthcare educators from different roles were included. Participants pre-sorted into three categories and then ranked statements related to medical simulation, by level of agreement, and they answered open-ended and demographic questions. Data was uploaded to Ken-Q Analysis application to conduct Q-factor analysis. RESULTS A total of 22 healthcare educators participated in the study. Q-factor analysis was performed with principal component analysis and varimax rotation, identifying three factors. Most educators shared a similar orientation regarding the benefits of using simulation-based learning. Most participants considered medical simulation a simple, effortless, and beneficial method of learning. However, challenges in scheduling sessions and obtaining the necessary resources, such as human resources and funds, and lack of training had a negative impact on some participants' motivation to use medical simulation. CONCLUSION Healthcare educators shed light on the influence of multiple factors on using medical simulation. The possibility for students to learn practical and clinical skills was a leading factor. Financial resources, funds, and faculty training were identified as challenges and needs. It is important for institutions and leaders to be aware of the variations in faculty perceptions and to provide resources and training to improve the current use of medical simulation.
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Affiliation(s)
- Feras Zeyad Alotaibi
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre, Riyadh, Saudi Arabia
- Excellence Center for Simulation and Medical Education, Emergency Department, Prince Sultan Military Medical City, Riyadh, Saudi Arabia
| | - Sajida Agha
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre, Riyadh, Saudi Arabia
| | - Emad Masuadi
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Centre, Riyadh, Saudi Arabia
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Diamant A, Orkibi H. Trajectories of Change in Creative and Personal Factors in First‐Year Creative Arts Therapies Students. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Adi Diamant
- Emili Sagol Creative Arts Therapies Research Center, Faculty of Social Welfare and Health Sciences University of Haifa Haifa Israel
| | - Hod Orkibi
- Emili Sagol Creative Arts Therapies Research Center, Faculty of Social Welfare and Health Sciences University of Haifa Haifa Israel
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Hayes C, Power T, Forrest G, Ferguson C, Kennedy D, Freeman-Sanderson A, Courtney-Harris M, Hemsley B, Lucas C. Bouncing off Each Other: Experiencing Interprofessional Collaboration Through Simulation. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2021.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Wang H, Zhou L, Geng J, Lei L. Sex differences of parental phubbing on online hostility among adolescents: A moderated mediation model. Aggress Behav 2022; 48:94-102. [PMID: 34585385 DOI: 10.1002/ab.21994] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Revised: 09/05/2021] [Accepted: 09/12/2021] [Indexed: 12/17/2022]
Abstract
To explore the relationship between parental phubbing (PP) and adolescent online hostility and its' psychological mechanism, 689 Chinese adolescents were recruited to complete a paper-and-pencil questionnaire. We took cyber flaming (CF) as an overall category for hostile online communication to investigate the relationship between PP and CF and the mediating role of perspective-taking (PT) in this relationship and examined whether there is a sex difference in this process. After controlling the average daily online time, the results showed that PP predicted adolescent CF positively. The relationship between PP and CF was partially mediated by PT. The effect of PP on PT was moderated by sex, with the result being significant only for boys. Related findings and future directions were discussed.
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Affiliation(s)
- Hongxia Wang
- Department of Psychology Renmin University of China Beijing China
| | - Li Zhou
- Mental Health Education and Counseling Center Renmin University of China Beijing China
| | - Jingyu Geng
- Department of Psychology Renmin University of China Beijing China
| | - Li Lei
- School of Education Renmin University of China Beijing China
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Hoe SL, Greulich-Smith T. Using role play to develop an empathetic mindset in executive education. INDUSTRIAL AND COMMERCIAL TRAINING 2021. [DOI: 10.1108/ict-03-2021-0020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to discuss the importance of a role play activity as part of an experiential instructional strategy to develop an empathetic mindset among professionals, managers and executives attending an executive education program in change management.
Design/methodology/approach
This paper provides an approach and process for management educators and facilitators of executive education programs to introduce and teach role play for the busy executives to learn about empathy.
Findings
Role play is a useful teaching method that helps adult learners understand the importance of seeing things from another person’s point of view especially within a short period of time.
Practical implications
Management educators and facilitators could introduce and teach role play for the busy executives to learn about empathy based on the proposed approach and process in this paper.
Originality/value
This paper provides an approach and process for management educators and facilitators of executive education programs to introduce and teach role play for the busy executives to learn about empathy especially within a short a period of time.
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Piot MA, Köenig M, Michelet D, Loubière C, Layat Burn C, Rethans JJ, Lemogne C, Hadchouel A, Cadwallader JS, Tesniere A, Falissard B. Medical students' learning processes the first time they role-play in psychiatry: A grounded theory study. Encephale 2021; 48:254-264. [PMID: 34686318 DOI: 10.1016/j.encep.2021.05.003] [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: 12/11/2020] [Revised: 04/20/2021] [Accepted: 05/10/2021] [Indexed: 10/20/2022]
Abstract
BACKGROUND Recent changes in psychiatric care and teaching that limit patient contact for medical students can be overcome in part by simulation-based education. Understanding the learning processes of medical students involved in psychiatric simulation-based programmes could usefully inform efforts to improve this teaching. This study explored the learning processes of medical students the first time they role-play in psychiatry. METHODS We used constructivist grounded theory to analyse semi-structured interviews of 13 purposively sampled medical students and the six psychiatrists who trained them. To improve the triangulation process, the results of this analysis were compared with those of the analyses of the role-play video and the debriefing audio-tapes. RESULTS Five organising themes emerged: improving the students' immediate perception of patients with mental disorders; cultivating clinical reasoning; managing affect; enhancing skills and attitudes and fostering involvement in learning psychiatry. CONCLUSION Results suggest that psychiatric role-playing can improve students' progressive understanding of psychiatry through the development of intuition and by allaying affects. Emotional elaboration and student involvement appear to be key features.
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Affiliation(s)
- M-A Piot
- Université de Paris, Institute Mutualiste Montsouris, Département de Psychiatrie, Université Paris-Saclay, UVSQ, INSERM 1018, CESP, Centre de simulation en santé iLumens, Paris, France.
| | - M Köenig
- Laboratoire de recherche en Santé Mentale, Sciences Humaines et Sociales. GHU Paris Psychiatrie & Neurosciences, Paris, France
| | - D Michelet
- Department de pédiatrie anesthésique, CHU de Reims, Hôpital Maison Blanche, Reims, France
| | - C Loubière
- Psycom, GHU Psychiatrie et Neuroscience, Hôpital Saint-Anne, Paris, France
| | - C Layat Burn
- Department of orthopaedic surgery, La Providence Hospital, Neuchâtel, France; Department of Psychotherapy, Berger Psychotherapeutic Centre, Neuchâtel, France
| | - J-J Rethans
- Laboratoire de recherche en Santé Mentale, Sciences Humaines et Sociales. GHU Paris Psychiatrie & Neurosciences, Paris, France; Institute for Education/Skillslab, Faculty of Health, Medicine & Life Sciences, Maastricht University, The Netherlands
| | - C Lemogne
- Université de Paris, AP-HP, Hôpital Hôtel-Dieu, DMU Psychiatrie et Addictologie, Service de Psychiatrie de l'adulte, INSERM, Institut de Psychiatrie et Neurosciences de Paris (IPNP), UMR_S1266, Paris, France
| | - A Hadchouel
- AP-HP, Service de Pneumologie Pédiatrique, Hôpital Universitaire Necker-Enfants Malades, Centre de Référence pour les Maladies Respiratoires Rares de l'Enfant, Paris, France; Centre de simulation en santé iLumens, Faculté de Médecine, Université de Paris, Paris, France; Institut Necker Enfants Malades, INSERM U 1151, Paris, France
| | - J-S Cadwallader
- Department of General Practice, Sorbonne University, 75012 Paris, France; INSERM, Sorbonne University, Institut Pierre Louis d'Épidémiologie et de Santé Publique (IPLESP), 75012 Paris, France
| | - A Tesniere
- Université de Paris, AP-HP, Hospital Cochin, Department d'anesthésie, Centre de simulation en santé iLumens, Paris, France
| | - B Falissard
- Université Paris Saclay, UFR de Médecine, Département de santé publique, INSERM 1018, CESP, Villejuif, 75012 Île-de-France, France
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Kim SA, Lee YM, Hamann S, Kim SH. Differences in empathy toward patients between medical and nonmedical students: an fMRI study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1207-1227. [PMID: 33877486 PMCID: PMC8056797 DOI: 10.1007/s10459-021-10045-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Accepted: 03/07/2021] [Indexed: 05/27/2023]
Abstract
There is growing concern about a potential decline in empathy among medical students over time. Despite the importance of empathy toward patients in medicine, it remains unclear the nature of the changes in empathy among medical students. Thus, we systematically investigated affective and cognitive empathy for patients among medical students using neuroscientific approach. Nineteen medical students who completed their fifth-year medical curriculum and 23 age- and sex-matched nonmedical students participated in a functional magnetic resonance imaging study. Inside a brain scanner, all participants read empathy-eliciting scenarios while adopting either the patient or doctor perspective. Brain activation and self-reported ratings during the experience of empathy were obtained. Behavioral results indicated that all participants reported greater emotional negativity and empathic concern in association with the patient perspective condition than with the doctor perspective condition. Functional brain imaging results indicated that neural activity in the posterior superior temporal region implicated in goal-relevant attention reorienting was overall increased under the patient perspective than the doctor perspective condition. Relative to nonmedical students, medical students showed decreased activity in the temporoparietal region implicated in mentalizing under the patient perspective versus doctor perspective condition. Notably, this same region showed increased activity under the doctor versus patient condition in medical students relative to nonmedical students. This study is among the first to investigate the neural mechanisms of empathy among medical students and the current findings point to the cognitive empathy system as the locus of the primary brain differences associated with empathy toward patients.
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Affiliation(s)
- Shin Ah Kim
- Department of Brain and Cognitive Engineering, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul, 02841, South Korea
| | - Young-Mee Lee
- Department of Medical Education, Korea University College of Medicine, Seoul, South Korea
| | - Stephan Hamann
- Department of Psychology, Emory University, Atlanta, GA, USA
| | - Sang Hee Kim
- Department of Brain and Cognitive Engineering, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul, 02841, South Korea.
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Brydon M, Kimber J, Sponagle M, MacLaine J, Avery J, Pyke L, Gilbert R. Virtual Reality as a Tool for Eliciting Empathetic Behaviour in Carers: An Integrative Review. J Med Imaging Radiat Sci 2021; 52:466-477. [PMID: 34023219 DOI: 10.1016/j.jmir.2021.04.005] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 04/19/2021] [Accepted: 04/23/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Empathy is an essential behavioural competency required of healthcare providers. It is included in the Canadian National Competency Profile for Medical Radiation Technologists; supporting patient-centered care and the development of therapeutic relationships between carers and care recipients. This review synthesizes evidence on Virtual Reality (VR) as a tool for eliciting empathetic behaviour in carers. METHODS Six Electronic databases (PubMed, EMBASE, PsycInfo, ERIC, Academic Search Premier and CINAHL) were searched for studies published from 1997-2020. Studies with MeSH terms "Empathy" and "Virtual Reality", and conducted on adult carers, were eligible for inclusion. The Cochrane risk of bias tool guided the assessment of study quality. Prospero review registration number: CRD42020210049 RESULTS: Seven studies, with 485 carers, were included in this review. Studies were heterogeneous in terms of interventions and tools for collecting outcome measures. All seven studies demonstrated VR could elicit empathetic behaviour in carers. Studies included one randomized controlled trial, three non-randomized controlled trials, two with quasi-experimental designs, and one non-experimental design. All studies had a moderate to high risk of bias. CONCLUSION This review suggests that VR may be an appropriate method for eliciting empathetic behaviours in carers. Future studies employing appropriately powered multicentere randomized controlled designs should seek to determine which VR experiences are the most effective in evoking empathetic behaviours.
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Affiliation(s)
- Megan Brydon
- IWK Health Centre, Halifax, Nova Scotia, Canada.
| | | | - Melissa Sponagle
- Dalhousie Univeristy, Halifax, Nova Scotia, Canada; CAMRT, Halifax, Nova Scotia, Canada
| | | | | | - Lisa Pyke
- CADTH, Charlottetown, Prince Edward Island, Canada
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Chua JYX, Ang E, Lau STL, Shorey S. Effectiveness of simulation-based interventions at improving empathy among healthcare students: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2021; 104:105000. [PMID: 34146845 DOI: 10.1016/j.nedt.2021.105000] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Revised: 04/13/2021] [Accepted: 05/31/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To examine the effectiveness of simulation-based interventions in improving empathy among healthcare students. DESIGN A systematic review and meta-analysis of randomized controlled trials and clinical controlled trials. DATA SOURCES Studies in English language were sourced from seven electronic databases (PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus and ProQuest Dissertations & Theses Global) from their respective inception dates until October 2020. REVIEW METHODS This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Random-effect meta-analyses were conducted. Heterogeneity was assessed using the I2 statistics and Cochran's Q chi-squared test. Quality appraisal was conducted using the Cochrane risk of bias tool and the Grades of Recommendation, Assessment, Development, and Evaluation approach. Publication bias was assessed using funnel plots. RESULTS Sixteen studies were included in this review. Meta-analysis reported statistically significant small, medium and very large effect sizes for empathy reported by healthcare students (SMD = 0.46, 95% CI: 0.25 to 0.66), simulated patients (SMD = 0.65, 95% CI: 0.41 to 0.89) and other personnel (independent observers, faculty members and examiners) (SMD = 1.27, 95% CI: 0.64 to 1.90) respectively, showing the effectiveness of simulation-based interventions in improving empathy among healthcare students. Subgroup analyses found that role-play was more effective than simulated patient and disease-state simulations. Multi-sessional interventions conducted for up to seven months and group-based simulation delivery were found to be more effective. CONCLUSION Educational institutions should conduct regular simulation-based interventions to continuously develop healthcare students' empathy during their academic journey. Future trials should involve students from more diverse healthcare disciplines. Empathy should be measured in a standardized manner and rely less on self-reported measures. Role-play segments and group-based simulations could be added to increase interventions' effectiveness. Studies should conduct longer follow-up assessments to determine the sustainability of students' empathy following intervention. Future research is needed to corroborate the current findings.
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Affiliation(s)
- Joelle Yan Xin Chua
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Siew Tiang Lydia Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
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Effectiveness of Simulation-Based Empathy Enhancement Program for Caregivers (SEE-C) Evaluated by Older Adults Receiving Care. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18157802. [PMID: 34360095 PMCID: PMC8345653 DOI: 10.3390/ijerph18157802] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 07/18/2021] [Accepted: 07/20/2021] [Indexed: 01/10/2023]
Abstract
The aim of this study was to examine whether a Simulation-based Empathy Enhancement program for Caregivers of the Elderly (SEE-C) was effective in increasing program satisfaction and positive emotional changes of older adults. A total of 100 older adults living alone were randomly assigned to experimental and control groups. The experimental group was interviewed by caregivers who experienced SEE-C while the control group was interviewed by caregivers who did not experience SEE-C. In both elderly groups, post session satisfaction and affective state were assessed using a Session Evaluation Questionnaire (SEQ). Chi-square test and Mann-Whitney U test were conducted. The experimental group (n = 49) reported significantly higher scores than the control group (n = 51) for all three categories of SEQ: session-depth (Mann-Whitney U = 1651.5, p = 0.005), session-smoothness (Mann-Whitney U = 1803.0, p = 0.000), and emotion-positivity (Mann-Whitney U = 1783.0, p = 0.000). However, the experimental group had significantly lower scores for the arousal category of SEQ (Mann-Whitney U = 873.5, p = 0.009). SEE-C could have a positive impact on interviews for elderly care in terms of raising the satisfaction of the interviewee.
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Mascarenhas S, Al-Halabi M, Otaki F, Nasaif M, Davis D. Simulation-based education for selected communication skills: exploring the perception of post-graduate dental students. KOREAN JOURNAL OF MEDICAL EDUCATION 2021; 33:11-25. [PMID: 33735553 PMCID: PMC7973075 DOI: 10.3946/kjme.2021.183] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 11/11/2020] [Accepted: 12/07/2020] [Indexed: 05/21/2023]
Abstract
PURPOSE The role of simulation-based education (SBE) in enhancing communication has been established in the literature. To ensure achieving desired outcomes from SBE initiative, the individual learners, their experiences, and environments need to be considered. This study aimed at exploring the perception of post-graduate dental students regarding their participation in SBE sessions, around selected communication skills, designed in alignment with the assumptions of adult learning theory and steps of Kolb's experiential learning cycle. METHODS This study utilized a qualitative design. Six focus-group sessions were conducted following the SBE sessions. The generated data was inductively investigated using a multi-staged participant-focused approach to thematic analysis, based upon constructivist epistemology. NVivo was utilized to facilitate text Fragments' coding and categorization. RESULTS Forty-three post-graduate dental students participated. The analysis resulted in 16 categories spread across five sequential phases of the SBE experience. The "input" theme referred to the resources needed for the SBE process, and included three categories: facilities, personnel, and teaching materials. The second theme included steps of SBE "process": pre-brief, simulation, and debrief. The third, fourth, and fifth themes constituted the short- and longer-term results of the SBE intervention. The participants reported instant benefits on confidence in their expertise in communicating with patients and their guardians. Additionally, perceived effects on the empathy and professionalism were reported. CONCLUSION SBE, that is based upon adult and experiential learning theories, and developed after thorough consideration of the individual learners, and their experiences and learning environments, holds potential in enhancing communication skills among post-graduate dental students.
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Affiliation(s)
- Sharon Mascarenhas
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Manal Al-Halabi
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- Corresponding Author: Manal Al-Halabi (https://orcid.org/0000-0001-9482-4614) Hamdan Bin Mohammed College of Dental Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, PO Box 35701 Dubai, United Arab Emirates Tel: +971.555510564 Fax: +971.43838937
| | - Farah Otaki
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Mohamed Nasaif
- Training and Development Center, Ministry of Health and Prevention, Dubai, United Arab Emirates
| | - Dave Davis
- Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Weekly Email Reminders Increase Nursing Students' Use of Empathic Communication: A Randomized Controlled Trial. Nurse Educ 2021; 46:366-371. [PMID: 33534516 DOI: 10.1097/nne.0000000000000978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Empathic communication has numerous patient benefits, yet many nurses do not possess or utilize empathic communication skills. PURPOSE This study compared the efficacy of 2 low-cost, low-resource-intensive interventions to increase nursing students' use of empathic communication. METHODS The study was a randomized controlled trial with a pretest, posttest, and 3-month follow-up test. Participants were assigned to 1 of 4 groups: weekly empathic communication email reminders, an empathic communication quick reference guide, both, or neither. RESULTS All groups showed a significant increase in empathic communication between the pretest and posttest. The group that received emails only showed a significant increase above and beyond the control group. None of the groups significantly increased or decreased their empathic communication between the posttest and 3-month follow-up test. CONCLUSIONS Weekly empathic communication email reminders can increase nursing students' use of empathic communication above and beyond traditional lectures and class activities.
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Han A, Kim TH. A Simulation-Based Empathy Enhancement Program for Non-Medical Care Providers of Older Adults: A Mixed-Methods Study. Psychiatry Investig 2021; 18:132-139. [PMID: 33517619 PMCID: PMC7960746 DOI: 10.30773/pi.2020.0290] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 11/14/2020] [Indexed: 12/30/2022] Open
Abstract
OBJECTIVE Studies using simulation-based programs for empathy enhancement have been conducted mostly for health profession students and medical care providers in Western countries. No empirical research has been conducted for non-medical care providers of older adults in community settings in Asian countries. The purposes of this mixed-methods study were: to explore experiences and perceived usability of non-medical care providers of older adults in a simulation-based empathy enhancement program; and to examine if the program is effective in improving empathy and relevant outcomes. METHODS 104 non-medical care providers of older adults in South Korea participated in a simulation-based empathy enhancement program in 2018. Data were collected using self-reported questionnaires for effectiveness testing, a program evaluation questionnaire, and individual interviews and analyzed using statistical tests and thematic analysis. RESULTS Care providers showed higher levels of empathy and lower levels of stress and burnout after the program participation (p<0.05). Qualitative findings supported the improved attitude and care strategies, increased empathy towards older adults, preparing for their own aging, and restoration of emotional stability through the participation in the program. CONCLUSION This study suggests that the simulation-based program is useful in promoting empathic responses of non-medical care providers working with older adults.
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Affiliation(s)
- Areum Han
- Department of Occupational Therapy, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Tae Hui Kim
- Department of Psychiatry, Yonsei University Wonju College of Medicine, Wonju, Republic of Korea
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Hill AE, Ward E, Heard R, McAllister S, McCabe P, Penman A, Caird E, Aldridge D, Baldac S, Cardell E, Davenport R, Davidson B, Hewat S, Howells S, Purcell A, Walters J. Simulation can replace part of speech-language pathology placement time: A randomised controlled trial. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 23:92-102. [PMID: 32098509 DOI: 10.1080/17549507.2020.1722238] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE Simulation is increasingly used within speech-language pathology education. Research has primarily explored students' perceptions of learning in simulation. The aim of this study was to determine if speech-language pathology students achieved a statistically-equivalent level of competency when a mean of 20% of placement time was replaced with simulation compared to placements without a simulation component. METHOD This non-inferiority randomised controlled trial involved students from six Australian universities. Students were randomised to either a simulation + traditional placement group attending 5 days of simulation prior to their traditional placement, or a traditional only placement group. Their end-placement clinical competency was assessed using Competency Assessment in Speech Pathology (COMPASS®). RESULT Final data were available for 325 students: 150 students in traditional placements, 138 students in protocol-compliant simulation + traditional placements, and 37 students in non-protocol simulation + traditional placements. There were no statistically significant differences between groups (traditional vs protocol-compliant simulation + traditional Mann-Whitney-Wilcoxon z = 1.23, df = 286, p = 0.22; traditional vs intention-to-treat simulation + traditional Mann-Whitney-Wilcoxon z = 0.23, df = 323, p = 0.81). CONCLUSION This research contributes to the evidence base which suggests that simulation can partially replace traditional placement time for speech-language pathology students without loss of competency, substantiating its value as an alternative placement model in speech-language pathology programmes.
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Affiliation(s)
- Anne E Hill
- Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Elizabeth Ward
- Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Robert Heard
- Faculty of Health Sciences, The University of Sydney, Sydney, Australia
| | - Sue McAllister
- Faculty of Health Sciences, The University of Sydney, Sydney, Australia
| | - Patricia McCabe
- Faculty of Health Sciences, The University of Sydney, Sydney, Australia
| | - Adriana Penman
- Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Emma Caird
- Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Danielle Aldridge
- Discipline of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | | | - Elizabeth Cardell
- School of Allied Health Sciences, Griffith University, Gold Coast, Australia
| | - Rachel Davenport
- School of Allied Health, La Trobe University, Melbourne, Australia
| | - Bronwyn Davidson
- Department of Audiology and Speech Pathology, The University of Melbourne, Melbourne, Australia
| | - Sally Hewat
- School of Humanities and Social Science, The University of Newcastle, Callaghan, Australia
| | - Simone Howells
- School of Allied Health Sciences, Griffith University, Gold Coast, Australia
| | - Alison Purcell
- Faculty of Health Sciences, The University of Sydney, Sydney, Australia
| | - Joanne Walters
- School of Humanities and Social Science, The University of Newcastle, Callaghan, Australia
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Eost-Telling C, Kingston P, Taylor L, Emmerson L. Ageing simulation in health and social care education: A mixed methods systematic review. J Adv Nurs 2021; 77:23-46. [PMID: 33022791 DOI: 10.1111/jan.14577] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 07/28/2020] [Accepted: 08/07/2020] [Indexed: 11/28/2022]
Abstract
AIM To identify, evaluate and summarize evidence from qualitative, quantitative and mixed method studies conducted using age suits or other age simulation equipment, with health and social care students. DESIGN Convergent segregated mixed method review design as outlined by the Johanna Briggs Institute. DATA SOURCES CINAHL (+ with Full Text), MEDLINE, PsycINFO, PubMed, SocINDEX, Web of Science, Cochrane Library, Emerald Insight, Proquest nursing, Science Direct, Wiley Online and BioMed Central (January 2000-January 2020). REVIEW METHODS Convergent segregated synthesis was used to synthesize evidence from the studies and the MERSQI checklist used to appraise quality. RESULTS A total of 23 studies were reviewed: one randomized control, two post-test only randomized control, three quasi-experimental, 15 one-group pre/post studies and two qualitative studies. Of the seventeen studies carrying out inferential statistics on attitude scores post intervention, 11 reported an improvement, three indicated no significant change and three reported worsening scores. Key themes included use of appropriate scales, type of equipment used, location and length of interactions, debriefing and contextualization of interventions in broader teaching. CONCLUSION The impact of ageing simulation interventions on health and social care student's attitudes to older people was predominantly positive. However, further high-quality research is warranted to understand the optimal use of such interventions in the context of health care for a growing ageing population. IMPACT It is important health and social care staff have appropriate knowledge and training to enable them to provide high-quality care to older people and challenge potential ageism in the system. This review adds to the body of work around the use of simulation and experiential learning to educate health and social care students about ageing and ageism. It also offers recommendations for using ageing simulations effectively to inform attitudes of prospective professionals who will influence future health and social care.
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Affiliation(s)
- Charlotte Eost-Telling
- Centre for Ageing and Mental Health, Faculty of Health and Social Care, University of Chester, Chester, UK
| | - Paul Kingston
- Centre for Ageing and Mental Health, Faculty of Health and Social Care, University of Chester, Chester, UK
| | - Louise Taylor
- Faculty of Health and Social Care, University of Chester, Chester, UK
| | - Louise Emmerson
- Centre for Ageing and Mental Health, Faculty of Health and Social Care, University of Chester, Chester, UK
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Announcing fetal pathology: Challenges encountered by physicians and potential role of simulation in training for breaking bad news. J Gynecol Obstet Hum Reprod 2020; 50:102044. [PMID: 33346160 DOI: 10.1016/j.jogoh.2020.102044] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Revised: 11/29/2020] [Accepted: 12/11/2020] [Indexed: 11/22/2022]
Abstract
BACKGROUND Informing couples about the diagnosis of severe fetal pathologies is part of the daily routine in fetal medicine. This situation is usually complex and can put untrained professionals in an uncomfortable position. The aim of this study was to assess the perception of health care professionals when faced with the need to announce a fetal pathology in order to target their training gaps in this domain. MATERIALS AND METHODS A questionnaire was created and disseminated on a national level among physicians practicing or collaborating with the multidisciplinary centers of prenatal diagnosis in France. The questionnaire focused on the difficulties encountered by practitioners when announcing fetal pathologies, and their potential interest in simulation sessions regarding the delivery of bad news. RESULTS 193 participants filled the questionnaire. 65 % report not receiving any theoretical courses in this field during their initial training, 49 % admit feeling uncomfortable when a fetal anomaly needs to be announced, 79.5 % think that role-play could help them, 87.5 % believe that training sessions in communication skills would help improve their methods and 73.1 % support teaching the delivery of bad news by simulation sessions. CONCLUSION This survey illustrates the significance of announcing a fetal pathology for fetal medicine professionals. Many of them report not being properly trained to cope with this situation and would like to improve with a more practical way of teaching. Simulation would be the ideal educational tool to meet this demand.
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Saiva A, Abdool PS, Naismith LM, Nirula L. An Immersive Simulation to Build Empathy for Geriatric Patients with Co-Occurring Physical and Mental Illness. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2020; 44:745-750. [PMID: 32462513 DOI: 10.1007/s40596-020-01233-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Accepted: 04/06/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE The objective of the study was to explore the effectiveness of an immersive simulation experience using an aging simulation suit for fostering empathy towards geriatric patients with advanced mental illness. METHOD Psychiatry residents were recruited during their clinical rotations at a Canadian mental health hospital. The participants took on the first-person perspective of a geriatric patient with mental illness initially through written reflection, and then physically inhabited this role by wearing an aging simulation suit to perform the task of meeting with a pharmacist to review current medications and prepare a dosette. Concurrently, an audio file was played through headphones to simulate auditory hallucinations. A pre- and post-Jefferson Scale of Empathy (JSE), reflective writing exercise, debrief transcription, and evaluation questionnaire were used to evaluate the intervention. Interviews conducted 3 month post-intervention explored its impact on their clinical practice. RESULTS Fifteen psychiatry residents completed the study. There was a significant increase in JSE scores pre (M = 115.5, SD = 13.2) to post (M = 119.2, SD = 12.7) intervention, t(14) = 2.65, p = .02. The qualitative findings of the study demonstrated participants' improved understanding and awareness of the patient perspective and the ability to communicate this understanding and show intentions to help through practice change. CONCLUSION An aging suit simulation with debriefing may be an effective educational intervention to incorporate into the medical curriculum to foster empathy for this stigmatized population.
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Affiliation(s)
- Anika Saiva
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.
| | - Petal S Abdool
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada
| | - Laura M Naismith
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada
| | - Latika Nirula
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada
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