Dissertation
Simulation learning modalities among nurse practitioner students using herpes as a case exemplar
Doctor of Nursing Practice (D.N.P.), Drexel University
Mar 2014
DOI:
https://doi.org/10.17918/00010136
Abstract
INTRODUCTION: Clinical simulation education is increasingly popular in health care education. Methods such as use of standardized patients to teach and practice communication skills, however, are either minimally studied or not studied at all. Communicating with patients about asymptomatic herpes screening is one such communication scenario. Herpes is a complex and highly stigmatized infection. In recent years, tests to screen for exposure to herpes have become readily available. With this availability has come the need for nurse practitioners well versed in the virus and the implications of testing who are able to communicate this information to patients. The objective of this study was to compare practicing with standardized patients to practicing with student peers for nurse practitioner students learning to provide counseling to patients desiring screening for asymptomatic herpes. METHODS: Nurse practitioner students were recruited and randomized into two groups. One group participated in a herpes screening patient education scenario with a standardized patient. The second group practiced an identical scenario with a randomly selected peer. Students' communication was assessed, as was student perception of the simulation and its effectiveness. RESULTS: An experimental design was used. Twenty two nurse practitioner students were randomized into two groups. When comparing the two groups, all results were statistically identical. The null hypothesis, that both groups would perform identically, was rejected only for the following statement: "I developed a better understanding of the pathophysiology of the conditions in the scenario". For this statement, the peer role playing group scored two standard deviations higher than did the standardized patient group (P = 0.00092 for the t-test). Though the sample size was small, sophisticated statistical simulations were run that suggested results would be equivalent given a more robust sample size. CONCLUSIONS: There is no evidence from this work that performing with standardized patients is superior to peer role playing for the scenario provided; in fact, there is some suggestion that peer role playing may be the superior pedagogical methodology in this instance. Because of the resources required for clinical simulation education, these methods deserve the same scrutiny and basis on evidence as our clinical practice should
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Details
- Title
- Simulation learning modalities among nurse practitioner students using herpes as a case exemplar
- Creators
- Amy M. O'Meara
- Contributors
- Joan R. Bloch (Advisor) - Drexel University, Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Nursing Practice (D.N.P.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiii, 114 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- Doctoral Nursing; Nursing (Graduate); College of Nursing and Health Professions; Drexel University
- Other Identifier
- 991021889077204721