ORCID Profile
0000-0002-7033-6568
Current Organisations
Curtin University
,
Edith Cowan University
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Publisher: Elsevier BV
Date: 03-2018
DOI: 10.1016/J.NEDT.2017.12.024
Abstract: Simulated patients (SPs) are frequently used for training nursing students in communication skills. An acknowledged benefit of using SPs is the opportunity to provide a standardized approach by which participants can demonstrate and develop communication skills. However, relatively little evidence is available on how to best facilitate and evaluate the reliability and accuracy of SPs' performances. The aim of this study is to investigate the effectiveness of an evidenced based SP training framework to ensure standardization of SPs. The training framework was employed to improve inter-rater reliability of SPs. A quasi-experimental study was employed to assess SP post-training understanding of simulation scenario parameters using inter-rater reliability agreement indices. Two phases of data collection took place. Initially a trial phase including audio-visual (AV) recordings of two undergraduate nursing students completing a simulation scenario is rated by eight SPs using the Interpersonal Communication Assessments Scale (ICAS) and Quality of Discharge Teaching Scale (QDTS). In phase 2, eight SP raters and four nursing faculty raters independently evaluated students' (N=42) communication practices using the QDTS. Intraclass correlation coefficients (ICC) were >0.80 for both stages of the study in clinical communication skills. The results support the premise that if trained appropriately, SPs have a high degree of reliability and validity to both facilitate and evaluate student performance in nurse education.
Publisher: Cambridge Media
Date: 12-2022
Publisher: SLACK, Inc.
Date: 06-2019
DOI: 10.3928/01484834-20190521-03
Abstract: Research examining how perceived realism and presence affects participants' learning experiences and outcomes is limited. A convergent mixed-methods design was used, with quantitative data assigned as the primary method. After engaging in a communication training simulation, 141 undergraduate nursing students completed the Concept of Presence, Simulation Design, and the Quality of Discharge Teaching scales. A subs le of 12 participants were interviewed to provide qualitative data, as the secondary method, on their learning experience. Hierarchical multiple regression analysis was performed on the quantitative data and thematic analysis for qualitative data. Differences in participants' perceived realism and level of presence were not affected by the communication-based learning interventions. A positive, fully mediated relationship between realism, presence, and learning outcomes in discharge communication skills was found. The quality of the simulation experience gave participants the opportunity to reflect on their knowledge and capacity to transfer skills into clinical practice. The convergence of findings supports the theory that perceived realism and presence positively affected learning outcomes. [ J Nurs Educ. 2019 (6):330–338.]
Publisher: Elsevier BV
Date: 2017
DOI: 10.1016/J.NEDT.2016.09.018
Abstract: Registered nurses are expected to communicate effectively with patients. To improve on this skill education programmes in both hospital and tertiary settings are increasingly turning to simulation modalities when training undergraduate and registered nurses. The roles simulated patients (SPs) assume can vary according to training purposes and approach. The first aim is to analyse how SPs are used in nursing education to develop communication skills. The second aim is to evaluate the evidence that is available to support the efficacy of using SPs for training nurses in communication skills and finally to review the SP recruitment and training procedure. An Integrative review. A search was conducted on CINAHL, Psych-info, PubMed, Google Scholar, Scopus, Ovid, Medline, and ProQuest databases. Keywords and inclusion/exclusion criteria were determined and applied to the search strategy. The integrative review included Nineteen studies from 2006-2016. Critical Appraisal Skills Program (CASP) method of evaluation was utilised. Emergent themes were extracted with similar and ergent perspectives. Analysis identified seven clinical contexts for communication skills training (CST) and two SP roles from the eighteen studies. SPs were either directly involved in the teaching of communication (active role) or used in the evaluation of the effectiveness of a communication skills program (passive role). A majority of studies utilised faculty-designed measurement instruments. The evidence presented in the 19 articles indicates that the use of SPs to teach nurse-patient communication skills targets more challenging clinical interactions. Engaging SPs in both CST program facilitation and course evaluation provides nurse educators with a strong foundation to develop further pedagogical and research capacity. Expanding the utilisation of SPs to augment nurses' communication skills and ability to engage with patients in a broader range of clinical contexts with increased methodological rigor is recommended.
Publisher: Elsevier BV
Date: 09-2018
Publisher: Elsevier BV
Date: 03-2019
No related grants have been discovered for Dr Sharon Maclean.