The Quality Of Standardized Patient

Our simulated exams take place in three suites of purpose-built rooms. Each room is fitted with an examination table and a surveillance camera. We test second- and third-year medical students in topical rotations: pediatrics, surgery, psychiatry. On any given day of exams, each student must go through “encounters”—their technical title—with three or four actors playing different cases.

However, changes in the medical field are going more slowly. According to an article by Metzyl and Poirier (2004), medical humanities programs now promote awareness of the social aspects of medicine, and the Association of American Medical Colleges instituted cultural competencies for clinical interaction for the training of medical students. However, these authors say, “current efforts to impart understandings of the

Hospitals regularly measure patient care, which is defined as any health care service provided to an individual. It is measured in different ways according to the type of health care service provided. However, there are basic principles that guide how all patient hospital care is measured.

The National Patient Safety Goal 13 was to encourage patients to actively involve in their own care as a patient safety strategy. As per the Joint Commission (2007), the teach-back method is the preferred method to address that goal. According to Fenwick ( n.d.), “Teach-back can help providers communicate with people with low health literacy, but it can also help with communicating overall—even with people with proficient health literacy”. Both the National Quality Forum and The Joint Commission endorse the teach-back method for use in teaching and proper administration of discharge instructions for both the patients and caregivers (Fenwick, n.d.). The American Medical Association also provides the tool kit to educate health care professionals in the use of the teach-back method (Fenwick, n.d.).

Effective communication is one of the utmost characteristics of a high-quality health care model that responds to the existing needs of the general population. However, communication may sometimes be taken for granted and therefore fail to relay important information between health care providers within the interprofessional team. In today’s health care setting, communication is particularly challenging due to the limited time constrain in the workplace. In spite of the utilization of existing charts and documentation, errors are made. In this paper, a real life clinical scenario is discussed which involved a breakdown of

(Weinberg, Auerbach, & Shah, 2009) This may prove especially important as the assessment and care of critically ill children is particularly stressful for providers. Debriefing after the simulation experience also provides a time for reflection. Concepts taught in lecture become more tangible as a result of their application during the simulation. Simulation has the potential to enhance pediatric nursing education, improve patient safety and provide additional experiences when clinical sites are limited. The student has an opportunity to build and practice a pediatric skill set. (Bultas, 2011)

There remain many questions regarding how and why individuals learn. The optimal methods to train and educate an individual need to be studied, as well as team training for optimal outcomes. Inserting multiple variables into individual training further complicates the issue. The “See One, Do One, Teach One” method has been used in the past, however, with simulation systems, the model should move toward “See Many, Do Many, Teach Many” as it is understood that simulation systems are relevant for novices as well as for experts providing

The SIM lab can help in teaching nurses and faculty in practicing tracheostomy care without any harm to the patient. Human patient simulators are sophisticated computer mannequins that can be programmed to exhibit signs and symptom and replicate real patients. The mannequins can have pulses, chest, heart and bowel sounds. All the SIM lab equipment can be hooked up to a hi-tech computer and audio-visual aids. Groups of students and faculty can get to role-play a broad range of different scenarios, with a lab co-coordinator observing, running and intervening in the situation

Friedman, A. J., Boyko, S., Cosby, R., Hatton-Bauer, J., & Turnbull, G. (2009). Effective Teaching Strategies and Methods of Delivery for Patient Education. 37.

Aviation first trains their pilots on simulators and case studies before allowing pilots to fly the plane by themselves. This development was created after World War II to reduce pilot error (Gibson & Singh, 2003). Aviation makes it very hard to allow their pilots to make mistakes, especially since those mistakes include potential deaths. I believe healthcare should follow the footsteps of the aviation industry. Practitioners should practice and continue to practice even throughout their careers to ensure that new techniques and skills are learned and old ones are sharpened. As the world continues to advance, so do the use of technology and different methods when implementing care. Gibson and Singh (2003) mentioned the use of “dummy medicine”. Practitioners and nurses can now practice on simulated patients and act out real life situations so that they are better prepared to handle these situations on the field. This will reduce the likelihood of medical errors or mistakes from occurring and safeguard patients from these events. Cadavers, simulated patients, three dimensional (3D) realities, and even case studies can help all healthcare providers to learn, train, and sharpen their skills so that the mistakes will be made during the training rather than on an actual patient. Even though someone may train on a simulator, does not mean they are skilled and competent to care for a living human

The characteristics of my job will require focusing on the advantages and the disadvantages of one-to-one instruction and that of demonstration and return demonstration. Group discussions, team-based learning, cooperative learning, and seminars are instructional areas for which I can recommend my patients to attend. One-on-one instruction allows the exchange of information between the nurse and patient with regards to the characteristics of the patient, behavioral objectives, educator skills, and selection of appropriate teaching material (Bastable, 2014, p. 509). The communication skills are vital for nursing to create a relationship with the patient that would create an environment conducive to teach. Demonstration and return demonstration allows a nurse to show how to perform particular skills and evaluate the reacceptance of the skill by observing the patient perform it with minimal assistance (Bastable, 2014, p. 483). These instructional methods are stretched out over the course of the patient’s stay and are not the sole focus of teaching only at discharge. I take advantage of teaching moments throughout the shift to help plan for an effective final discharge instructions. This hand on approach allows teaching moments to have a positive affect on clients when presented with written material and information upon

Developing educational goals that can improved patient centered care after being discharged from the hospital is challenging. Our curriculum has to be designed from an understanding of adult learning needs. It has to be based on their cultural background and languages barriers. The medical staffs, who will be working in the simulation center, have to be properly train to deliver the course.

Throughout this course, I received exposure to valuable lessons that I can use in my clinical practice of patient care. One experience generated the greatest impact in my ability to provide safe, high-quality patient care – lab simulation. Lab simulation stands as a technique that “allows the educator to control the learning environment through scheduling of practice, providing feedback, and minimizing or introducing environmental distractions” (Durham & Alden, 2008, p. 222). Simulation is a technique used to prepare students for real experiences in clinical practice; simulation stands as an opportunity for students to provide nursing care in a simulated, safe environment. From personal experience, I can claim that lab simulation positively impacted me in various mannerisms – increased my confidence, assisted in my stress management skills, improved my care management of a patient, transferred my skills learned in the simulation to the clinical setting, improved my communication skills, and enhanced my critical thinking abilities.

For years nurses have gained experience in the medical field through clinical rounds at hospitals and doctors offices. Learning has always taken place first through textbooks and then through personal experience during required clinical time. These methods have proven effective but include limitations to the amount of exposure a student can gain before entering the workforce. A new way of learning is on the rise with the use of High Fidelity Simulations (HFS) or the Sim Man. HFS is a computerized life size manikin that simulates real human responses to treatment. This new technology allows students to practice rare procedures or treat common diagnoses.

In the clinical setting, hands-on experience is the key to learning. During my general practice residency, I was introduced to the “see one, do one, teach one” concept by a chief oral and maxillofacial surgery resident who was assisting me with an advanced bone grafting procedure. I really enjoy this method of learning within the clinical setting, given that one has had sufficient pre-clinical education and training, and that patient care is not being compromised. Observing the procedure being performed by a superior or a colleague allows for one to see the concepts of pre-clinical education being applied clinically and to ask questions,