Simulated Ward Research Articles

Higher Speciality Training Boot Camp in Otolaryngology: A Quantitative and Qualitative Analysis of the Northern National Formative Specialty Training 3 Induction Course.

BackgroundOpportunities for new otolaryngology trainees to develop their skills as they embark on specialty training can be limited. Our facility hosted a national simulation-based boot camp for new otolaryngology trainees in the UK. This study aimed to assess the effectiveness of the boot camp in improving trainee confidence as they transitioned from core surgical training (CST) to higher specialty training (HST) in otolaryngology.MethodologyWe conducted a prospective study on the effectiveness of the boot camp on trainee induction. The boot camp included hands-on simulation, small group teaching and didactic lectures addressing technical skills in the fields of otology, laryngology, rhinology, facial plastics, and paediatrics, as well as non-technical skills involving human factors, simulated ward round, and cognitive simulation. The boot camp curriculum reflected the competencies expected by the Joint Committee of Surgical Training (JCST) at this level of training. Participants completed a pre- and post-course questionnaire addressing their self-confidence for the technical and non-technical skills they developed during the boot camp. All participants were invited to participate in an interview 12 months after the boot camp.ResultsA total of 27 new otolaryngology trainees (approximately half of all new otolaryngology trainees in the UK) participated in the boot camp. A significant increase in median confidence was observed for all technical and non-technical stations (p < 0.0001). The increase in confidence observed was similar for participants regardless of prior experience in otolaryngology. Five candidates were interviewed a year after the boot camp. Analysis of the transcripts generated distinct comments that were grouped into five key themes.ConclusionsA simulation-based boot camp mapped to the JCST curriculum can increase the confidence of new otolaryngology Specialty Training 3 trainees during their transition from CST to HST. It can provide valuable and durable technical and non-technical skills to aid trainees in the clinic, theatre environment, and when on-call during their inaugural year of training.

Evaluation of Inter-Professional Education (IPE) with medical, nursing and pharmacy students through a simulated IPL Educational Intervention.

Inter-Professional Education (IPE) is becoming an integral part of many professional programmes throughout the United Kingdom, ensuring health professionals are competent to work as part of an inter-professional team upon entry into their profession. IPE has become a fundamental component of curriculum content in health and social care degrees. Research aim - to evaluate a simulated IPE intervention. A one day IPE intervention, "Evening On-Call" was run involving nursing and medical students and pre-registration pharmacists (student pharmacists in year 5 of training) in an on-call setting. This IPE incorporated manikin and actor patients in a simulated ward. During the intervention, the 3 groups of students are assessed under observation on their clinical, prioritisation and communication skills. Participants perceptions of this intervention were evaluated by completion of a questionnaire to capture their perceptions regarding the experience, the pre-IPL briefing and post-IPL feedback and perceived relevance of this training. Free text sections collected additional comments and a follow-up questionnaire was sent 6months later. Initial questionnaire feedback was predominantly positive for each professional group. The majority perceived the simulated IPL had given them a greater understanding of other professionals' roles, had enhanced their professional confidence and would help them prioritise workload once qualified. The 6-months follow-up questionnaire supported the initial questionnaire findings. Some responses highlighted that participants believed the simulated IPL had helped them work more effectively with other healthcare professionals, communicate more effectively and better prioritise their workload. There may be some evidence of sustained self-reported effectiveness in teaching certain professional and clinical skills to participants using this type of simulated intervention.

Online low-fidelity ward simulation to complement learning of clinical pharmacy: a response to the COVID-19 pandemic

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Assistive Navigation Using Deep Reinforcement Learning Guiding Robot With UWB/Voice Beacons and Semantic Feedbacks for Blind and Visually Impaired People.

Facilitating navigation in pedestrian environments is critical for enabling people who are blind and visually impaired (BVI) to achieve independent mobility. A deep reinforcement learning (DRL)–based assistive guiding robot with ultrawide-bandwidth (UWB) beacons that can navigate through routes with designated waypoints was designed in this study. Typically, a simultaneous localization and mapping (SLAM) framework is used to estimate the robot pose and navigational goal; however, SLAM frameworks are vulnerable in certain dynamic environments. The proposed navigation method is a learning approach based on state-of-the-art DRL and can effectively avoid obstacles. When used with UWB beacons, the proposed strategy is suitable for environments with dynamic pedestrians. We also designed a handle device with an audio interface that enables BVI users to interact with the guiding robot through intuitive feedback. The UWB beacons were installed with an audio interface to obtain environmental information. The on-handle and on-beacon verbal feedback provides points of interests and turn-by-turn information to BVI users. BVI users were recruited in this study to conduct navigation tasks in different scenarios. A route was designed in a simulated ward to represent daily activities. In real-world situations, SLAM-based state estimation might be affected by dynamic obstacles, and the visual-based trail may suffer from occlusions from pedestrians or other obstacles. The proposed system successfully navigated through environments with dynamic pedestrians, in which systems based on existing SLAM algorithms have failed.

Experimental study on the control effect of different ventilation systems on fine particles in a simulated hospital ward

In recent years, a large number of respiratory infectious diseases (especially COVID-19) have broken out worldwide. Respiratory infectious viruses may be released in the air, resulting in cross-infection between patients and medical workers. Indoor ventilation systems can be adjusted to affect fine particles containing viruses. This study was aimed at performing a series of experiments to evaluate the ventilation performance and assess the exposure of healthcare workers (HW) to virus-laden particles released by patients in a confined experimental chamber. In a typical ward setting, four categories (top supply and exhaust, side supply and exhaust) were evaluated, encompassing 16 different air distribution patterns. The maximum reduction in the cumulative exposure level for HW was 70.8% in ventilation strategy D (upper diffusers on the sidewall supply and lower diffusers on the same sidewall return). The minimum value of the cumulative exposure level for a patient close to the source of the contamination pertained to Strategy E (upper diffusers on the sidewall supply and lower diffusers on the opposite sidewall return). Lateral ventilation strategies can provide significant guidance for ward operation to minimizing the airborne virus contamination. This study can provide a reference for sustainable buildings to construct a healthy indoor environment.

548 “The New Normal”? How We Adapted Simulation Training in The Midst of the Coronavirus Pandemic

IntroductionDelivering high quality teaching during an international pandemic is challenging but becomes increasingly important when trainees are taking on new roles and responsibilities. Instead of ceasing our simulation programme, we adapted it to comply with local infection control guidelines. We devised in-situ high-fidelity ward round simulations for all levels of trainee, from newly qualified doctors to senior registrars.MethodThe ward round consisted of three simulated patients with a range of conditions appropriate for the level of trainee, role-played by faculty members. The simulations were offered to all Foundation Year Doctors, Junior Middle Grade Doctors and Surgical Speciality Trainees with all participants wearing Personal Protective Equipment (PPE) according to COVID-19 infection control policy.ResultsA total of 81 trainees took part in the simulations. Almost all reported it as ‘very useful’ and that it improved confidence in progressing to the next stage of their career. Trainees also found it enjoyable and that personalised feedback allowed them to identify areas for development.ConclusionsWe have shown that ward round simulations can be run safely and effectively despite current COVID-19 restrictions. Even senior trainees found that a ward round simulation was useful and were keen to see it become a regular part of deanery teaching.

Learning by Simulation: A Valuable Tool for Nursing and Midwifery Education

Simulation method of teaching prepare students for clinical practicums by providing a simulated hospital-like ward environments in which the tutors demonstrate and students are able to practice repeated skills under controlled and safe environment. The simulation and skills support excellent educational mission by creating opportunity for advanced teaching and learning using simulators as an educational special strategy. Despite international recommendations to include simulation in nursing and midwifery education and evidence of its benefits, many institutions in Nigeria do not integrate simulation into their teaching and learning process. Reasons for this is unknown and calls for scientific investigations. This review set to highlight the uncommon value of simulation in clinical education.

115 Multi-Disciplinary Simulation Training on Delirium

Abstract Introduction Delirium is still perceived as a “geriatric medicine competency”, despite its high prevalence across most specialties. Collective multi-disciplinary team performance in implementation of multi-component interventions is key. Simulation training incorporates the complex interplay of non-technical factors, specifically, role recognition and empowerment, inter-personal skills and teamwork that are pivotal in delivering effective delirium care. Methods Funding was approved by Health Education England. 2 pilot teaching sessions were arranged in the simulation ward. 3 scenarios were developed, each requiring a facilitator, an actor and three participants- a foundation-year doctor, a nurse/healthcare assistant and a therapist. Scenario 1 dealt with a patient with hypoactive delirium with focus on identification and multidisciplinary optimisation. Scenario 2 challenged participants with management of an agitated patient. Scenario 3 involved discharging a patient with resolving delirium and a reluctant relative, with emphasis on mental capacity assessment. Communication, patient risk assessment and challenging perceived role barriers were global themes. Participant feedback was captured using unstructured interviews and pre- and post-session 5-point Likert confidence scale in various learning outcomes. Results 16 participants were included- 4 foundation year doctors, 3 therapists, 2 healthcare assistants and 7 nurses. There was an average improvement in Likert confidence scales in all measured learning outcomes. All participants would recommend the course to their colleagues (average Likert scale 4.9). Qualitative feedback appraised the course for demonstration of de-escalation communication strategies, the application of mental capacity and recognition of early discharge planning. Conclusion Simulation training targeted at multi-disciplinary groups is an effective way to deliver teaching on delirium. It contextualises synergistic operation of different skills and personal accountability in influencing patient management. The challenge to its potential remains its adoption as mandatory training for various disciplines involved in care of older adults and its implementation at a wider-scale, to assure cost effectiveness.

Remote Patient Monitoring Using Radio Frequency Identification (RFID) Technology and Machine Learning for Early Detection of Suicidal Behaviour in Mental Health Facilities.

Remote Patient Monitoring (RPM) has gained great popularity with an aim to measure vital signs and gain patient related information in clinics. RPM can be achieved with noninvasive digital technology without hindering a patient’s daily activities and can enhance the efficiency of healthcare delivery in acute clinical settings. In this study, an RPM system was built using radio frequency identification (RFID) technology for early detection of suicidal behaviour in a hospital-based mental health facility. A range of machine learning models such as Linear Regression, Decision Tree, Random Forest, and XGBoost were investigated to help determine the optimum fixed positions of RFID reader–antennas in a simulated hospital ward. Empirical experiments showed that Decision Tree had the best performance compared to Random Forest and XGBoost models. An Ensemble Learning model was also developed, took advantage of these machine learning models based on their individual performance. The research set a path to analyse dynamic moving RFID tags and builds an RPM system to help retrieve patient vital signs such as heart rate, pulse rate, respiration rate and subtle motions to make this research state-of-the-art in terms of managing acute suicidal and self-harm behaviour in a mental health ward.

Assessing clinical competency without patients during COVID‐19 pandemic

Surgery is a core curriculum in medical education. During the surgery clerkship in the clinical years, students are expected to acquire sequentially the skill of history taking and physical examination, selecting and interpreting investigations, and choosing the appropriate management for common surgical problems. These skills are the foundation for future medical practice. Such skills will be tested at the end of each clerkship in the surgical ward on real patients. Due to the COVID-19 outbreak, students are forbidden from entering hospital premises. The major problem with this arrangement was - how to assess student's clinical competency outside the hospital? To solve this problem, the examination format was modified for our final year surgery clerkship students. Two sets of documents were prepared before the examination - one set for the student with a history, and the other for the examiner with the history, physical findings, investigations performed, management options, and suggested questions. The questions were composed with a modified “adaptive design” used in online learning - the questions would be changed according to the answer given by a student. The examination was held in a clinical skill and simulation training centre in the university medical campus. Since these students have already acquired the skill of taking history during their earlier years, they were each given a printed history to read before entering the examination room. Each student was tested by two examiners and was first asked to summarize the history and provide differential diagnoses in a professional manner. Each was then asked to describe the essential steps of physical examination and the signs to be elicited. Photos with typical physical findings were shown for interpretation. Knowledge on the appropriate choice and interpretation of investigations as well as management options would then be evaluated. Relevant clinical materials such as laboratory reports, radiological images, endoscopic pictures, and operative specimens were shown. A structured marking scheme was used to provide a platform for objective assessment. All students who took part in the examination were able to understand the instructions clearly. We received no complaint from students. Positive comments were received from the examiners, who were able to have an objective assessment of students' ability in formulating a surgical diagnosis, selecting and interpreting investigations, and suggesting management. Although the examination venue was not hospital-based, having the exam in a simulation ward furnished with medical equipment made the environment resemble the hospital setting. The printed history contained irrelevant surplus information so that each student needed to digest and present a relevant summary to the examiners. Examiners could therefore have a more objective evaluation of the students' ability to pick up important history items. The obvious limitation of this examination format is a lack of assessment of hands-on physical examination skills. However, these were final year students with their physical examination skills tested during their two earlier clerkships. Therefore, the focus on this part of examination was the assessment of their ability to interpret physical signs. The rest of the examination actually mimicked the former bedside examination, namely the selection and interpretation of investigations, and the suggestion of management options. Relevant clinical materials were prepared for elucidation and discussion. The current examination format is similar to the simulation-based educational assessment, which has become a global trend in medical training.1 In conclusion, under the influence of COVID-19, an adapted bedside examination format was carried out to evaluate the clinical skills of medical students. With an increasing number of countries being affected, we believe more medical schools will be facing similar problem and it is not limited to surgical curriculum. In a non-clinical setting, this examination format places more emphasis on the clinical reasoning rather than the actual hands-on skills. Provision of a standardized clinical scenario eliminates biases due to different patient or examiner. Nevertheless, the inability to assess bedside manner and doctor–patient relationship is an inadequacy of this examination format.

The restorative quality of patient ward environment: Tests of six dominant design characteristics

BackgroundPatient-centred ward design has recently attracted attention, and the impact of architectural environment on inpatients' psychological well-being is an important aspect thereof. However, little is known about inpatients’ perceptions of ward environments. MethodFifty-four inpatients at a Chinese general hospital participated in the study. The subjects experienced simulated patient ward environments through the use of virtual reality to test six design characteristics in various combinations. Subjects’ skin conductance (physiological measurement) and perceived restorative outcomes (psychological measurement) were tracked during and after the experiences. ResultsA window view of an urban landscape with natural elements led to better restorative effects than indoor plants or a digital representation of nature. Inpatients experience better restoration when surrounded by warm-coloured rather than cold-coloured or white walls. Relatively spacious patient rooms are more restorative, especially with a large width-length ratio. However, no restorative benefits were found for additional furniture, and abstract artwork does not necessarily improve mental well-being. The results of doorway position were varied, depending on measurements used. ConclusionsThe impacts of six built environments on inpatients' restorative outcomes were identified, and some impacts were mediated by demographics and human factors. The difference between physiological and psychological measurement results is argued to relate to the influence of people's additional information processing.

Transfer of Clinical Reasoning Trained With a Serious Game to Comparable Clinical Problems: A Prospective Randomized Study.

Serious Games can be used effectively for clinical reasoning training in medical education. Case specificity of learning outcome elicited by Serious Games has not been studied in detail. This study investigated whether learning outcome elicited by repeated exposure to virtual patient cases is transferable to other cases addressing similar problems. In this monocentric, prospective, randomized trial, 69 fifth-year medical students participated in ten 90-minute sessions of using a computer-based emergency ward simulation game. Students were randomized to 3 groups (A, B, AB) and subsequently exposed to up to 46 different virtual patients. Group A was presented with 2 specific cases that were not shown in group B and vice versa. Group AB was exposed to all 4 specific cases. After 6 weeks of using the game as a learning resource, students were presented with 4 cases addressing similar problems. For each case, an aggregate score reflecting clinical reasoning was calculated, and performance was compared across groups. In the final session, there were no significant between-group differences regarding the sum score reflecting aggregated performance in all 4 cases (A: 66.5 ± 7.2% vs. B: 61.9 ± 12.4% vs. AB: 64.8 ± 11.1%, P = 0.399). An item-by-item analysis revealed that there were no between-group differences regarding correct therapeutic interventions. Previous exposure had limited impact on subsequent performance in similar cases. This study suggests that case specificity of learning outcome elicited by the serious game is low and that acquired higher-order cognitive functions may transfer to similar virtual patients.

Training Nontechnical Skills in Ward Rounds to Improve Team Performance

To assess the utility of simulated ward rounds to train healthcare professionals in nontechnical skills using a qualitative analysis of participant feedback. We developed simulated scenarios to train members of the surgical healthcare team in nontechnical skills, derived from observations of real ward rounds. Participants performed the simulated ward rounds as a team, led by a Urology trainee. Scenarios were carried out using actors as patients, and a simulated "switchboard" for phone conversations. Throughout the scenarios, distractions were introduced and directed at different members of the participating team. Following each scenario, a whole group debrief took place to discuss and provide feedback on performances. All participants completed a 2-part feedback form comprising of questions answered on a Likert scale, as well as free-text responses. All simulations took place in a high-fidelity simulated ward bay. Observers were in a separate room, where the scenarios were projected on a screen in real-time. Thirty-five healthcare professionals in the department of Urology attended this session. There was no restriction on professional background or seniority for attendees. The qualitative thematic analysis revealed that participants commented positively on the type of scenarios, but would have preferred if more participants could partake in scenarios. The attendees also commended the use of debriefs between scenarios. Suggestions were also given regarding types of scenarios; and involved ensuring that participants are well briefed before each scenario. This simulated ward round exercise was positively received by participants. The approach to derive scenarios from real ward round observations permitted a variety of the main themes of nontechnical skills to be tested, and improved the fidelity of the simulation. The reflections expressed by participants demonstrate a need for this training, and drives our initiative to raise awareness and develop nontechnical skills in a controlled environment, supported with transparent discussion and feedback.

Assessment of Knowledge and Practice of Blood Transfusion Among Nurses in a Tertiary Care Hospital in India.

The purpose of this study was to assess the knowledge and awareness of blood transfusion practices among nurses working in a tertiary care hospital. The objective was to make use of the results to decide the necessity of targeted teaching using lectures and simulated ward scenes. This was a cross sectional study in which a questionnaire comprising of 25 single best-response type multiple choice questions related to blood products and blood transfusion was distributed to nurses who were selected randomly. Questions were both knowledge and practice based. Five hundred and forty-six nurses consented and were assessed. The data was collected, entered and statistically assessed. The number of 'Correct', 'Incorrect' and 'Don't Know' answers were noted. Each correct answer was awarded 1 point, whereas a wrong answer and a 'Don't Know' answer received no points. The individual scores were noted and then multiplied by 4 to get a percentage value. Nurses with 1-5years of experience scored statistically better than nurses with < 1year and > 5years of experience. Nurses working in the haematology-oncology ward scored the most number of correct responses, followed by nurses working in ICU. Only 9.9% of nurses answered > 80% questions correctly. Nurses who had 1-5years of experience scored better. All nurses were trained in blood transfusionat induction. Though there were occasional non-compulsory lectures as ongoing programs, theyhad no specific impact on knowledge and awareness.The authors suggest that targeted and regular simulatedtraining is essential at all levels of nursingexperience.

Examining Modifications of the Noise Generated by Nurses’ Footsteps and the Use of Pass-By Objects: A Pilot Study

A lot of sound can be heard in a hospital. The Ministry of Environment recommends that noise be kept below 50 dBA during the day and below 40 dBA at night to maintain a calm environment inside a medical facility. However, the noise in general wards typically exceeds these standards; therefore, it is necessary to adjust these sounds to foster patients’ recuperation. We examined whether the noise generated by nurses in a simulated ward changes with walking speed and the presence or absence of luggage. Sounds generated by nurses include footsteps and pass-by sound from objects (e.g., wagon, stretchers, wheelchairs, bedside tables, overhead tables, beds, IV poles.). Walking speed was classified into three types: slow (0.5 m/s), normal (1 m/s), and fast (2 m/s). Sound (dBA) was measured by measuring the pass-by sound generated when moving in a straight distance (four meters) in the corridor of a simulated ward. Objects were also compared for their pass-by sound generated with and without a load. Results revealed that normal and fast walking speeds generated louder sounds than did the slow speed (the volume of slow, normal, and fast speeds were 37.0 dBA, 39.3 dBA, and 38.7 dBA, respectively). The pass-by sound of objects increased in volume in proportion to nurses’ walking speed. The pass-by sound of wagons and stretchers was significantly lower when they had (vs. did not have) a load; however, the reverse was true for wheelchairs carrying patient dummies. The sound of footsteps did not change per walking speed. Decreasing walking speed may thus lead to noise modification. Nurses’ awareness of adjusting their walking speed per object use may prevent noise pollution. This study was conducted to obtain basic data regarding the wards’ sound environment. Future studies should consider the occurrence of the sound in clinical settings.

模拟病房情境下以项目教学为导向的高职外科护理实践教学应用研究

模拟病房情境下以项目教学为导向的高职外科护理实践教学应用研究

Usability Testing for Smart IV Pumps Through Simulation-based Evaluation

Poorly designed user interfaces limit the effective use of medical devices, leading to user errors. Hence, before such devices are implemented, it is essential to identify potential usability issue...

Unwrapping nutrition: Exploring the impact of hospital food and beverage packaging on plate waste/intake in older people

Food and beverage packaging is increasingly used in hospital food service provision. Previous research has identified that the packaging used in New South Wales hospitals can be difficult to open by older adults. As older adults experience high rates of malnutrition, it is important to understand the effects of packaging on actual consumption of food and fluids. The aim of this study was to explore the impact of hospital food and beverage packaging on dietary intakes of 62 independently living older people (65 years and over) in a university simulated hospital ward in NSW, Australia. Participants were allocated to either a breakfast and snack meal or a lunch and snack meal on two occasions one week apart. Meals were served in a shared ward environment and each participant experienced a ‘sealed’ and ‘pre-opened’ meal and snack condition. The nutritional status of participants was measured using the Mini Nutritional Assessment - Short Form (MNA®-SF) and intake was estimated through an aggregated plate waste method. Overall findings were not significant for dietary intakes and the ‘sealed’ versus ‘pre-opened’ conditions. However, for the seven participants classified by the MNA®-SF as ‘at risk’ of malnutrition, packaging impeded intake for breakfast (η2 = −0.34) and the high protein snack (cheese and biscuits) (η2 = −0.24) meals. This finding has implications for the provision of packaged high protein snacks (cheese portions) and breakfast meals for the older inpatient. Further research is required for nutritionally compromised and frail older people in the hospital environment to investigate the impact of packaging on food and beverage consumption in detail.

Exploring undergraduate students achievement emotions during ward round simulation: a mixed-method study

BackgroundSimulation based learning (SBL) has increased in its use to best equip students for clinical practice. Simulations that mirror the complex realities of clinical practice have the potential to induce a range of emotions, without a clear understanding of their impact on learning and the learner. Students’ emotional states have important effects on their learning process that can be either positive or negative, and are often difficult to predict. We aimed to determine: (1) To what extent achievement emotions are experienced by medical students during a complex simulation based learning activity, i.e. a ward round simulation (WRS). (2) What their performance scores are and too which extent performance scores do correlate with emotions and 3) how these emotions are perceived to impact learning.MethodsA mixed methods approach was used in this study. Using an Achievement Emotion Questionnaire, we explored undergraduate medical student’s emotions as they participated in a complex ward round-based simulation. Their performance was rated using an observational ward round assessment tool and correlated with emotions scores. Six focus groups were conducted to provide a deeper understanding of their emotional and learning experiences.ResultsStudents experienced a range of emotions during the simulation, they felt proud, enjoyed the simulation and performed well. Students felt proud because they could show in the complex simulation what they had learned so far. Students reported moderate levels of anxiety and low levels of frustration and shame. We found non-significant correlations between achievement emotions and performance during ward round simulation.ConclusionsPlacing undergraduate students in high complex simulations that they can handle raises positive academic achievement emotions which seem to support students’ learning and motivation.

Application of simulated family wards in training illiterate rural patients with peritoneal catheterization

Objective To explore the effect of simulated family ward in training and management of illiterate rural peritoneal dialysis catheter patients. Methods Between January 2013 and December 2013 in our department, 80 patients with peritoneal dialysis catheter rural illiteracy as the research object, using the random number table method, the patients can be divided into the experimental group and control group, 40 cases of control group accepted traditional way standard training, the experimental group adopted simulation training family ward as the carrier, two groups of patients were carried out by the same pd specialist nurse training, the control group patients take traditional 7 days training courses for training, the experimental group according to the characteristics of the illiterate patients, an interactive learning mode of explanation-demonstration-imitation-case analysis-feedback and so on was established in the simulated family ward based on real objects and pictures. The training lasted for 5-7 days.After 12 months of observation, the changes of peritonitis and outlet infection cases, edema, blood pressure, outpatient follow-up compliance and laboratory examination indexes in the two groups were statistically analyzed. Results There were 5 cases of peritonitis, 2 cases of exit infection and 27 cases of edema in the experimental group, and 13 cases, 10 cases and 34 cases in the control group, respectively. The difference between the two groups was statistically significant (χ2=4.126, 5.847, Z=2.382, all P<0.05).The systolic blood pressure and diastolic blood pressure in the experimental group were (131± 13) and (86± 9) mmHg, respectively, and those in the control group were (140±15) and (92±11) mmHg, respectively. The differences between the two groups were statistically significant (t=2.789 and 2.595, all P<0.05). Compliance of outpatient follow-up was good in 33 cases in the experimental group and 27 cases in the control group, and the difference between the two groups was statistically significant (χ2=4.551, P<0.05). Conclusions The education and training of rural illiterate patients with peritoneal dialysis catheterization in simulated family wards has mobilized the patients' participation, improved their cognitive level, and improved their treatment compliance, thus effectively improving the patients' peritoneal dialysis effect and quality of life. Key words: Peritoneal dialysis; Illiterate population in rural areas; Simulated family ward; Education and training