Abstract
This study aims to describe and compare the effects of standardised patient simulation and role-play in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students. In this controlled clustered randomised trial, 121 nursing students attended a workshop on interprofessional communication in elderly care using role-play or standardised patient simulation. The study was conducted between September 2017 and February 2018. Participants’ knowledge, self-efficacy and communication skills were assessed using a simulated scenario at pre-test, post-test and 6-week follow-up points. Between-subject and within-subject differences were measured using counts and proportions of participants who achieved competence. Regardless of the strategy applied, a significant improvement in knowledge, skills, self-efficacy and overall interprofessional communication competence was found between pre-test and post-test. Moreover, there were significant differences between pre-test and follow-up for all the studied variables, but no differences were found between post-test and follow-up. Lastly, when comparing the success rates of both strategies, no significant differences were observed (p > 0.05). In conclusion, standardised patient simulation and role-play have been shown to promote an improvement on knowledge, self-efficacy and interprofessional communication skills in nursing students, although it is not possible to state which strategy is the most adequate for teaching this competency.
Highlights
Interprofessional communication is understood to be a collaborative approach to the exchange of information between professionals in an open and responsive manner [1]
Interprofessional communication is defined as a transversal competency focused on ensuring that nursing students learn how to communicate with other colleagues and to work as part of a healthcare team that looks after older adults [23]
This study aimed to describe and compare the effects of two teaching strategies in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students
Summary
Interprofessional communication is understood to be a collaborative approach to the exchange of information between professionals in an open and responsive manner [1]. Interprofessional communication is a core component in most nursing curricula and efforts have been made in order to design and implement teaching strategies that promote nursing students’ acquisition of competence [24,25,26,27]. Some of these strategies include experiential teaching and learning methods, which aim at fostering the acquisition of competence in terms of knowledge, skills and self-efficacy [28]. Amongst experiential teaching and learning methods, standardised patient simulation and roleplay have proven to promote the acquisition of knowledge, skills and self-efficacy in interprofessional communication [29,30]
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