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Parlak Özer Z, Balaman U. An Investigation into Student Dietitians' Professional Development through Video-Mediated Communication Training on Patient Counselling. HEALTH COMMUNICATION 2024:1-11. [PMID: 38773766 DOI: 10.1080/10410236.2024.2355440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2024]
Abstract
The aim of the study is to describe a student dietitian's professional development process in a video-mediated communication skills training cycle designed for undergraduate nutrition and dietetics education and including activities such as simulated and real patient counseling, feedback, and reflection. The design of the training cycle is inspired by (reflective) interventionist Conversation Analysis (CA) through researcher and trainer collaboration, and the data comes from the screen-recordings of video-mediated meetings. CA is used to analyze the video-mediated interactions on a moment-by-basis and trace the student dietitian's interactional change over time. CA examination of the data showed that the trainer identified listenership in simulated sessions as an improvable practice (i.e. due to repetitive overlaps and cutoffs) and used it as the basis for the intervention. In the post-intervention period, the student dietitian observably improved her listenership both in simulated and real patient counseling sessions. The video-mediated, interventionist, reflective, and data-led cycle played a role in the development of the interactional and professional practice of the student dietitian in ways transferrable to real patient counseling. The training cycle with evidence-based lectures, data-led interventions, and simulated/real patient counseling can be integrated to dietetics education curricula both for clinical communication training and preparing for future teleconsultation practices.
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Affiliation(s)
| | - Ufuk Balaman
- Department of English Language Education, TED University
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2
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Knight A, Palermo C, Reedy G, Whelan K. Teaching and assessment of communication skills in dietetics: a scoping review. J Hum Nutr Diet 2024; 37:524-537. [PMID: 38206592 DOI: 10.1111/jhn.13276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Accepted: 12/14/2023] [Indexed: 01/12/2024]
Abstract
BACKGROUND Communication is a core element of dietetic practice, and although communication skills are a prominent feature of dietetic curricula, research suggests a need for more consistent approaches. The evidence on how communication skills are taught and assessed in dietetics has not been synthesised leaving uncertainty about best practice. This scoping review aimed to examine and map the research literature relating to the teaching and assessment of communication skills in dietetics. METHODS The review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. Five electronic databases, two theses databases and eight conference proceedings were systematically searched for research on how communication skills are taught and assessed in dietetics. The search had no geographical or time limits. Studies were independently screened by two authors, summarised thematically using the Kirkpatrick Model and narratively synthesised. RESULTS The 45 included studies were organised thematically into three categories: (i) the inclusion of communication skills education in dietetics, suggesting that dietitians have variable experiences; (ii) approaches to teaching communication skills in dietetics, characterised predominantly by a move away from didactic approaches in favour of experiential opportunities for learning such as simulation; and (iii) assessment of communication skills in dietetics, including the use of both dietetic-specific and generic tools. CONCLUSIONS The included studies demonstrate that although a variety of teaching strategies are used in the development of communication skills in dietetics, there is potential for more robust evaluation and more diverse approaches to support dietetic educators to prepare the dietetic workforce.
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Affiliation(s)
- Annemarie Knight
- Department of Nutritional Sciences, King's College London, London, UK
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Gabriel Reedy
- Centre for Education, Faculty of Life Sciences and Medicine, King's College London, London, UK
| | - Kevin Whelan
- Department of Nutritional Sciences, King's College London, London, UK
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3
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Gaba A, Costa SA, Schnoll R, Dorfman ME, Cordova S, Jakuboski S, Spiegel B, Joshi A. Development and Evaluation of an Online Simulated Hospital Unit for Nutrition Assessment Training. TOP CLIN NUTR 2023. [DOI: 10.1097/tin.0000000000000315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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4
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Byrd CT, Croft RL, Kelly EM. Improving Clinical Competence Through Simulated Training in Evidence-Based Practice for Stuttering: A Pilot Study. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2770-2788. [PMID: 36332141 PMCID: PMC9911129 DOI: 10.1044/2022_ajslp-22-00116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
PURPOSE The purpose of this pilot study was to determine the effectiveness and acceptability of an initial module (1.1; active listening skills) of the Simulated Training in Evidence-Based Practice for Stuttering (STEPS) program, a theory-driven, multimodule, content and learning platform designed to advance knowledge and skills in working with culturally and linguistically diverse persons who stutter of all ages. METHOD Fifteen preservice speech-language pathologists (SLPs) were randomly assigned to complete either the STEPS 1.1 module or a control module. In both conditions, all participants engaged in pre- and post-clinical interviews with a standardized patient portraying a parent of a child who stutters. Prior to participation, all participants provided self-ratings on the Jefferson Scale of Physician Empathy-Health Profession Student. Post participation, trained observers rated all participants' active listening behaviors using the Active Listening Observation Scale-Modified. Post participation, the STEPS 1.1 participants also completed an intervention acceptability questionnaire. RESULTS No differences between groups were found in self-perceived clinical empathy prior to participation. Participants who completed the STEPS 1.1 condition utilized paraphrasing and client-directed eye gaze significantly more frequently at posttest than at pretest and significantly more than the control group at posttest. Quantitative and qualitative responses from the participants who completed STEPS 1.1 indicated high acceptability of its content, structure, duration, and perceived impact. CONCLUSION Preliminary data from the present pilot study support use of the STEPS 1.1 module to improve preservice SLPs' use of skills that have been shown to predict perceived clinical empathy and increase assessment and treatment effectiveness.
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Affiliation(s)
- Courtney T. Byrd
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
| | - Robyn L. Croft
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
| | - Ellen M. Kelly
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
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Rosa M, Giroux I. Dietetic Students' Perceptions of Learning Professional Competencies with Four Simulations Throughout a Semester. CAN J DIET PRACT RES 2022; 83:139-143. [PMID: 35503902 DOI: 10.3148/cjdpr-2022-006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
In nursing and medicine, taking part in simulation activities has been shown to be beneficial for students' learning; however, little has been documented in dietetics. This study aimed to document the perceived effect of 4 simulations on development of professional competencies by dietetic students. A mixed-method convergent approach was used with pre- and post-questionnaires, interviews, and a focus group discussion to look at dietetic students' perceptions of learning as part of a Nutrition Assessment course. Nonparametric tests for questionnaires and theme analysis for transcripts were used to examine data. After analysis, data were compared and merged for interpretation. Results showed that participants perceived a significant increase in comprehension of various competencies with simulations. In interviews and a focus group, a participant subgroup (n = 7) perceived an enriched understanding of some dietetic competencies compared with pre-simulations. Simulations seemed to have transformed classroom concepts to a more practical understanding of dietetic practice. More studies are needed to identify if these results could be replicated in different settings. Simulations had a positive effect on students' perception of competencies development and may be an andragogical tool of choice to support preparing future dietitians for entry to practice.
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Affiliation(s)
- Mylène Rosa
- School of Nutrition Sciences, University of Ottawa.,Faculty of Education, University of Ottawa
| | - Isabelle Giroux
- School of Nutrition Sciences, University of Ottawa.,Institut du Savoir Montfort, Ottawa
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It Is Time to Link Theory to Practice in Simulation-Based Learning: Lessons from Learning Theories. J Acad Nutr Diet 2021; 122:508-518. [PMID: 34281810 DOI: 10.1016/j.jand.2021.06.011] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2021] [Revised: 06/10/2021] [Accepted: 06/10/2021] [Indexed: 11/23/2022]
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Savoie-Roskos MR, Brown KN. Motivational Interviewing Confidence and Perceived Competence Among Undergraduate and Graduate Dietetics Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211052418. [PMID: 34734121 PMCID: PMC8558585 DOI: 10.1177/23821205211052418] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Accepted: 09/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Motivational interviewing (MI) aligns with the scope of practice and competency standards for Registered Dietitian Nutritionists; however, few dietitians receive adequate training. Furthermore, little is known about MI training within dietetics curricula. OBJECTIVE The objective of this study was to determine differences in undergraduate and graduate-level dietetics students' confidence and perceived competence before/after taking a MI course. METHODS A 38-item pre-postsurvey was completed by students enrolled in a Basic and Advanced MI course at Utah State University. The survey included demographic questions and questions related to confidence and perceived competence using MI techniques. Paired t-tests were used to compare pre/post results and analysis of variance was used to compare groups. RESULTS Increased confidence and perceived competence were observed for Basic MI students (n = 72) (P < .0001) and Advanced MI students (n = 32) (P < .0001) after course completion. In the presurvey, Advanced MI students had higher confidence in 5 of 14 MI skills, higher competence in 2 of 11 MI skills, and higher overall MI competence scores (P = .008) than Basic MI students. Following completion of the course, Advanced MI students had higher overall MI confidence scores (P = .03). CONCLUSIONS Students' confidence and perceived competence with using MI increased after taking a college-level MI course. Incorporating MI courses into dietetics curricula may be an effective way to increase confidence and perceived competence of using MI techniques and therefore improving communication between dietitians and patients.
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Affiliation(s)
| | - Katie N. Brown
- Katie N. Brown, Department of Nutrition, Dietetics and Food Sciences, Utah State University, 8700 Old Main Hill, Logan, UT 84322-8700, USA.
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Perceived Benefits of a Standardized Patient Simulation in Pre-Placement Dietetic Students. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10070186] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to evaluate the effect of a simulation-based learning (SBL) experience on perceived confidence in monitoring and evaluation, as part of the delivery of nutrition care of pre-placement dietetic students, and to describe their perceived value of the learning experience post-placement. A mixed method explanatory sequential study design was used. A confidence appraisal scale was developed and completed by students before (n = 37) and after (n = 33) a low fidelity simulation using a volunteer patient in an acute care setting. Two semi-structured focus group discussions with post-placement students (n = 17) were thematically analysed, grounded in phenomenology. Overall perceived confidence in monitoring and evaluating, as part of nutrition care, improved after the simulation [pre-SBL: 74 (62–83) vs. post-SBL: 89 (81–98.5), p = 0.00]. Two factors emerged to modulate confidence, namely (i) structure and (ii) authentic learning. Structure in turn was modulated by two key factors; safety and process. A low fidelity simulation using a standardised patient can improve students’ perceived confidence in monitoring and evaluation, and a well-structured authentic learning experience was valued and positively perceived by most dietetic students.
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O'Shea MC, Palermo C, Rogers GD, Williams LT. Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2020; 52:429-438. [PMID: 31345676 DOI: 10.1016/j.jneb.2019.06.015] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2019] [Revised: 05/29/2019] [Accepted: 06/10/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE Simulation-based learning experiences (SBLEs) are widely used in education for health professionals, but this literature has not yet been synthesized for dietetics. The aim of this study was to describe presupervised practice SBLEs using simulated patients within programs credentialing dietitians. METHODS A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A total of 8 databases were searched (MEDLINE by EBSCO HOST, CINAHL Plus with Full Text, Web of Science, PsycINFO, Scopus, ERIC ProQuest, Embase, and ProQuest Education) for studies published up to November 2, 2018 with the terms "dietitian," "standardized patient," "student," and their synonyms. RESULTS Fourteen out of 740 studies were identified. Most focused on development/assessment of communication and counseling skills. Learning outcomes were measured in 12 studies with 8 different tools. CONCLUSIONS AND IMPLICATIONS The dietetics profession needs robust and consistent reporting methods to enable the development of a high-quality body of evidence on SBLEs. The quality and quantity of SBLE research need to improve to ensure that simulations are pedagogically sound and are accompanied by measures of quality and impact on learning.
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Affiliation(s)
- Marie-Claire O'Shea
- Department of Nutrition and Dietetics, School of Allied Health Sciences, Griffith University, Gold Coast, Queensland, Australia.
| | - Claire Palermo
- Department of Nutrition, Dietetics and Food, Monash University, Notting Hill, Victoria, Australia
| | - Gary D Rogers
- School of Medicine, Griffith University Gold Coast Campus, Queensland, Australia
| | - Lauren T Williams
- Department of Nutrition and Dietetics, School of Allied Health Sciences, Griffith University, Gold Coast, Queensland, Australia; Menzies Health Institute Queensland, Griffith University Gold Coast Campus, Queensland, Australia
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Porter J, Kellow N, Anderson A, Bryce A, Dart J, Palermo C, Volders E, Gibson S. Patient Involvement in Education of Nutrition and Dietetics Students: A Systematic Review. Nutrients 2019; 11:nu11112798. [PMID: 31744084 PMCID: PMC6893439 DOI: 10.3390/nu11112798] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 11/08/2019] [Accepted: 11/13/2019] [Indexed: 11/16/2022] Open
Abstract
A client-centred approach sits at the core of modern healthcare. Exploration of the patients’ role within the education of nutrition and dietetic students has not previously been undertaken. This review aimed to synthesise the learning outcomes that result from involvement of patients in nutrition and dietetic student education, and to consider whether these interactions promote patient-centred care. Five electronic databases were searched, supported by hand-searching of references of included studies. Screening of title/abstract and then full text papers was undertaken; key characteristics and outcomes were extracted and synthesised narratively. The likely impact of interventions was evaluated using Kirkpatrick’s Hierarchy; study quality was assessed using the Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist. Of 7436 studies identified through database searching, and one additional study located through hand searching of reference lists, the final library consisted of 13 studies. All studies reported benefits for student learning from patient involvement, while one paper identified patient benefits from student interventions. Patients as recipients of care mostly contributed in a passive role in student education activities. Quality assessment identified methodological limitations in most studies. Patient involvement in the education of dietitians supports skill development and therefore progression to professional practice. Although nutrition and dietetics education has a focus on client-centred care, the translation of these concepts into an interactive student educational experience has been investigated to a limited extent. Collaboration with patients in student education is an area for further development.
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Affiliation(s)
- Judi Porter
- Allied Health Clinical Research Office, Eastern Health, Box Hill, Victoria 3128 Australia
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
- Correspondence:
| | - Nicole Kellow
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Amanda Anderson
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Andrea Bryce
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Janeane Dart
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Claire Palermo
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Evelyn Volders
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
| | - Simone Gibson
- Department of Nutrition, Dietetics & Food, Monash University, Notting Hill, Victoria 3168, Australia; (N.K.); (A.A.); (A.B.); (J.D.); (C.P.); (E.V.); (S.G.)
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Gaume J, Hallgren KA, Clair C, Schmid Mast M, Carrard V, Atkins DC. Modeling empathy as synchrony in clinician and patient vocally encoded emotional arousal: A failure to replicate. J Couns Psychol 2019; 66:341-350. [PMID: 30702323 PMCID: PMC7286050 DOI: 10.1037/cou0000322] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Empathy is a well-defined active ingredient in clinical encounters. To measure empathy, the current gold standard is behavioral coding (i.e., trained coders attribute overall ratings of empathy to clinician behaviors within an encounter), which is labor intensive and subject to important reliability challenges. Recently, an alternative measurement has been proposed: capturing empathy as synchrony in vocally encoded arousal, which can be measured as the mean fundamental frequency of the voice (mean F0). This method has received preliminary support by one study (Imel, Barco, et al., 2014). We aimed to replicate this study by using 2 large samples of clinical interactions (alcohol brief motivational interventions with young adults, N = 208; general practice consultations, N = 204). Audio files were segmented to identify respective speakers and mean F0 was measured using speech signal processing software. All sessions were independently rated by behavioral coders using 2 validated empathy scales. Synchrony between clinician and patient F0 was analyzed using multivariate multilevel models and compared with high and low levels of empathy derived from behavioral coding. Findings showed no support for our hypothesis that mean F0 synchrony between clinicians and patients would be higher in high-empathy sessions. This lack of replication was consistent for both clinical samples, both behavioral coding instruments, and using measures of F0 synchrony occurring at both the session-level and minute-level. We considered differences in culture and language, patients' characteristics, and setting as explanations for this failure to replicate. Further replication testing and new developments regarding measurement methods and modeling are needed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Affiliation(s)
| | | | - Carole Clair
- Department of Ambulatory Care and Community Medicine
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Jamieson J, Palermo C, Hay M, Gibson S. Assessment Practices for Dietetics Trainees: A Systematic Review. J Acad Nutr Diet 2019; 119:272-292.e23. [DOI: 10.1016/j.jand.2018.09.010] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2018] [Revised: 09/05/2018] [Accepted: 09/17/2018] [Indexed: 11/29/2022]
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Ha EH. Experience of nursing students with standardized patients in simulation-based learning: Q-methodology study. NURSE EDUCATION TODAY 2018; 66:123-129. [PMID: 29702441 DOI: 10.1016/j.nedt.2018.04.023] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2017] [Revised: 03/28/2018] [Accepted: 04/19/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Standardized patients (SPs) boost self-confidence, improve problem solving, enhance critical thinking, and advance clinical judgment of nursing students. OBJECTIVE The aim of this study was to examine nursing students' experience with SPs in simulation-based learning. DESIGN Q-methodology was used. SETTING Department of nursing in Seoul, South Korea. PARTICIPANTS Fourth-year undergraduate nursing students (n = 47). METHODS A total of 47 fourth-year undergraduate nursing students ranked 42 Q statements about experiences with SPs into a normal distribution grid. RESULTS The following three viewpoints were obtained: 1) SPs are helpful for patient care (patient-centered view), 2) SPs roles are important for nursing student learning (SPs roles-centered view), and 3) SPs can promote competency of nursing students (student-centered view). CONCLUSION These results indicate that SPs may improve nursing students' confidence and nursing competency. Professors should reflect these three viewpoints in simulation-based learning to effectively engage SPs.
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Affiliation(s)
- Eun-Ho Ha
- Department of Nursing, Jungwon University, 85, Munmu-ro, Goesan-eup, Goesan-gun, Chungbuk 28024, Republic of Korea.
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Tada T, Moritoshi P, Sato K, Kawakami T, Kawakami Y. Effect of Simulated Patient Practice on the Self-Efficacy of Japanese Undergraduate Dietitians in Nutrition Care Process Skills. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2018; 50:610-619. [PMID: 29477832 DOI: 10.1016/j.jneb.2017.12.013] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2017] [Revised: 12/20/2017] [Accepted: 12/20/2017] [Indexed: 06/08/2023]
Abstract
OBJECTIVE To examine the effect of an adapted simulated patient (SP) intervention on self-efficacy in nutrition care process skills. DESIGN A repeated-measures design using a 25-item survey divided into 7 nutrition professional practice competencies (PPCs) employing a 5-point self-efficacy scale (1 = lowest to 5 = highest) administered immediately before and after the intervention. SETTING A private Japanese university. PARTICIPANTS Ninety Japanese third-year dietetics undergraduates aged 20-38 years. INTERVENTION An adapted SP activity practicing nutrition care process skills for the infirm elderly population. MAIN OUTCOME MEASURES Pre- to postintervention self-efficacy response scores and feedback. ANALYSIS Mean preintervention survey scores were used to divide participants into statistical quartiles (Q1 indicated lowest mean scores and Q3, highest mean scores). Wilcoxon signed-rank tests compared each PPC's pre- and postintervention means. Kruskal-Wallis tests examined changes in quartiles' scores within each PPC. RESULTS Self-efficacy improved significantly in PPCs relating to application of appropriate medical ethics and interpersonal skills (P = .02), appropriate nutrition assessment (P = .04), and creation of a nutrition management plan and nutrition intervention (P = .03). Self-efficacy of Q1 and Q2 rose significantly in most PPCs, although not for acting as a dietitian within a medical care team, whereas that of Q3 decreased for all PPCs. CONCLUSIONS AND IMPLICATIONS Among initially low self-efficacy dietetics undergraduates, the SP intervention enhanced self-efficacy in 3 of the 6 PPCs practiced directly and may facilitate more realistic self-views among initially high self-efficacy students. However, further research in the design, implementation, and efficacy of this type of training is recommended to gauge its effects on the quality of related professional practice.
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Affiliation(s)
- Takayo Tada
- Department of Human Nutrition, Chugoku Gakuen University, Okayama City, Japan
| | - Paul Moritoshi
- Department of International Liberal Arts, Chugoku Gakuen University, Okayama City, Japan.
| | - Kanae Sato
- Department of Nutrition, School of Nursing and Nutrition, Tenshi College, Sapporo, Japan
| | - Takayo Kawakami
- Faculty of Health and Welfare Science, Okayama Prefectural University, Soja, Japan
| | - Yuko Kawakami
- Department of Human Nutrition, Chugoku Gakuen University, Okayama City, Japan
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Rollins C, Bailey E, Gregoire J, Milner T. Clinical Simulation Learning for Small-Bowel Feeding Tube Insertion. Nutr Clin Pract 2018. [DOI: 10.1002/ncp.10076] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022] Open
Affiliation(s)
- Christina Rollins
- Department of Administration; Passavant Area Hospital; Jacksonville Illinois USA
| | - Emily Bailey
- Department of Administration; Memorial Medical Center; Springfield Illinois USA
| | - Jacqueline Gregoire
- Department of Administration; Memorial Medical Center; Springfield Illinois USA
| | - Tim Milner
- Department of Administration; Memorial Medical Center; Springfield Illinois USA
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Beck K, Kulzer J. Teaching Counseling Microskills to Audiology Students: Recommendations from Professional Counseling Educators. Semin Hear 2018; 39:91-106. [PMID: 29422717 DOI: 10.1055/s-0037-1613709] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022] Open
Abstract
To provide the highest quality services, audiologists incorporate counseling into their professional practice. This article, written by professional counselors, highlights the distinction between services provided by professional counselors (i.e., psychotherapy) and counseling microskills used by all health and rehabilitation professionals. Effective application of counseling microskills facilitates a strong therapeutic alliance, which research shows contributes to positive therapeutic outcomes. Counseling microskills should be taught early in graduate programs, because they serve as the foundation for the therapeutic alliance and allow for more effective application of other therapeutic interventions. The four most critical counseling microskills for audiologists are active listening, nonverbal communication, silence, and empathy. These skills should be taught using experiential learning activities (i.e., classroom role-play and use of simulated patients) that incorporate practice, repetition, and feedback. Students should be evaluated on their ability to perform counseling microskills using a detailed grading rubric. Instructors should deliver feedback on these skills with care to reduce potential negative reactions. Ultimately, effectively teaching counseling microskills in graduate programs can improve students' ability to facilitate the therapeutic alliance and facilitate better health outcomes for patients.
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Affiliation(s)
- Kelly Beck
- Department of Rehabilitation Science and Technology, University of Pittsburgh, Pittsburgh, Pennsylvania
| | - Jamie Kulzer
- Department of Rehabilitation Science and Technology, University of Pittsburgh, Pittsburgh, Pennsylvania
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Kaplonyi J, Bowles KA, Nestel D, Kiegaldie D, Maloney S, Haines T, Williams C. Understanding the impact of simulated patients on health care learners' communication skills: a systematic review. MEDICAL EDUCATION 2017; 51:1209-1219. [PMID: 28833360 DOI: 10.1111/medu.13387] [Citation(s) in RCA: 80] [Impact Index Per Article: 11.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Revised: 04/18/2017] [Accepted: 05/31/2017] [Indexed: 05/07/2023]
Abstract
CONTEXT Effective communication skills are at the core of good health care. Simulated patients (SPs) are increasingly engaged as an interactive means of teaching, applying and practising communication skills with immediate feedback. There is a large body of research into the use of manikin-based simulation but a gap exists in the body of research on the effectiveness of SP-based education to teach communication skills that impact patient outcomes. The aim of this systematic review was to critically analyse the existing research, investigating whether SP-based communication skills training improves learner-patient communication, how communication skill improvement is measured, and who measures these improvements. METHODS The databases Medline, ProQuest (Health & Medical Complete, Nursing and Allied Health Source) and CINAHL (EBSCOhost) Education Resources Information Centre (ERIC) were searched for articles that investigated the effects of SP-based education on the communication skills of medical, nursing and allied health learners. RESULTS There were 60 studies included in the review. Only two studies reported direct patient outcomes, one reporting some negative impact, and no studies included an economic analysis. Many studies reported statistically significant third-party ratings of improved communication effectiveness following SP-based education; however, studies were unable to be pooled for meta-analysis because of the outcome collection methods. There were a small number of studies comparing SP with no training at all and there were no differences between communication skills, contradicting the results from studies reporting benefits. Of the 60 studies included for analysis, 54 (90%) met the minimum quality score of 7/11, with four articles (7%) scoring 11/11. CONCLUSION SP-based education is widely accepted as a valuable and effective means of teaching communication skills but there is limited evidence of how this translates to patient outcomes and no indication of economic benefit for this type of training over another method.
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Affiliation(s)
| | - Kelly-Ann Bowles
- Department of Community Emergency Health and Paramedic Practice, Monash University, Frankston, Victoria, Australia
| | - Debra Nestel
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Debra Kiegaldie
- Faculty of Health Science, Youth and Community Studies, Holmesglen Institute and Healthscope Hospitals, Moorabbin, Victoria, Australia
| | - Stephen Maloney
- Department of Physiotherapy, Monash University, Frankston, Victoria, Australia
| | - Terry Haines
- Department of Physiotherapy, Monash University, Frankston, Victoria, Australia
- Allied Health Research Unit, Monash Health, Cheltenham, Victoria, Australia
| | - Cylie Williams
- Peninsula Health, Allied Health, Frankston, Victoria, Australia
- Department of Physiotherapy, Monash University, Frankston, Victoria, Australia
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Savabi-Esfahani M, Taleghani F, Noroozi M, Tabatabaeian M. Role Playing for Improving Women’s Knowledge of Breast Cancer Screening and Performance of Breast Self-Examination. Asian Pac J Cancer Prev 2017; 18:2501-2505. [PMID: 28952284 PMCID: PMC5720657 DOI: 10.22034/apjcp.2017.18.9.2501] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
Background: To enhance knowledge and performance of screening as a strategy to control breast cancer, use of effective teaching methods is necessary. The objective of this study was to determine the effect of role-playing on knowledge of breast cancer screening and performance of breast self-examination (BSE). Methods: A quasi experimental design was used. Women enrolled in community cultural centers (n=314) were randomly divided into two educational groups: role playing (intervention) and lecture (control). Data were collected using a structured questionnaire before and after intervention. Reliability of the questionnaire was determined as 0.80 by Cronbach’s alpha. The women were followed up regarding performance of BSE one month later. Results: Of the 314 women, 113 (36%) and 132 (42%) had low and medium levels of knowledge, respectively. More than a third (38.2%) reported that TV and radio were the most important information sources for breast cancer and screening. There were significant differences between mean scores of knowledge before and after the intervention in both groups, but change was greater with role playing (31.3±1.9 as compared to 23.5±1.3) (P=0.001). After a month of educational intervention, 75.7% and 69.8% of those in role playing and control groups had undergone BSE. Conclusion: It appears that application of a role playing method by providers improves women’s knowledge and behavior with respect to breast cancer screening.
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Affiliation(s)
- Mitra Savabi-Esfahani
- Department of Midwifery and Reproductive Health, Nursing & Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
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19
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Todd JD, McCarroll CS, Nucci AM. High-Fidelity Patient Simulation Increases Dietetic Students' Self-Efficacy Prior to Clinical Supervised Practice: A Preliminary Study. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2016; 48:563-567.e1. [PMID: 27423941 DOI: 10.1016/j.jneb.2016.05.013] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2016] [Revised: 05/12/2016] [Accepted: 05/27/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVE This study examined the effect of high-fidelity patient simulation (HPS) on dietetics students' self-efficacy before supervised clinical practice. METHODS This repeated-measures study was conducted during the 2012-2013 academic year. All students in a masters coordinated program cohort (n = 19) participated in an interprofessional HPS experience before clinical supervised practice. The students completed a 4-point self-efficacy scale in which 0 = not at all confident and 3 = fully confident, at 3 time points: before and after the simulation experience and 2 weeks after beginning clinical supervised practice. RESULTS Using the Wilcoxon signed-rank test, median confidence level differed before and after the simulation (1.5; interquartile range [IQR] 1.2-1.8; and IQR 1.3-2.0, respectively; P = .03) as well as after the simulation vs during the clinical rotation (2.2; IQR 2.0-2.4; P = .002). CONCLUSIONS AND IMPLICATIONS This study supports the use of HPS with dietetics students in a coordinated program. High-fidelity patient simulation increases dietetics students' self-efficacy before supervised clinical practice.
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Affiliation(s)
- Jessica D Todd
- Department of Nutrition, Byrdine F. Lewis School of Nursing and Health Professions, Georgia State University, Atlanta, GA.
| | - Catherine S McCarroll
- Department of Nutrition, Byrdine F. Lewis School of Nursing and Health Professions, Georgia State University, Atlanta, GA
| | - Anita M Nucci
- Department of Nutrition, Byrdine F. Lewis School of Nursing and Health Professions, Georgia State University, Atlanta, GA
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20
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Swanepoel E, Tweedie J, Maher J. Building dietetic student confidence and professional identity through participation in a university health clinic. Nutr Diet 2016. [DOI: 10.1111/1747-0080.12268] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Elizabeth Swanepoel
- School of Health and Sports Science; University of the Sunshine Coast; Maroochydore Queensland Australia
| | - Judith Tweedie
- School of Health and Sports Science; University of the Sunshine Coast; Maroochydore Queensland Australia
| | - Judith Maher
- School of Health and Sports Science; University of the Sunshine Coast; Maroochydore Queensland Australia
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21
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Gibson SJ, Davidson ZE. An observational study investigating the impact of simulated patients in teaching communication skills in preclinical dietetic students. J Hum Nutr Diet 2015; 29:529-36. [DOI: 10.1111/jhn.12352] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- S. J. Gibson
- Department Nutrition and Dietetics; Monash University; Notting Hill VIC Australia
| | - Z. E. Davidson
- Department Nutrition and Dietetics; Monash University; Notting Hill VIC Australia
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