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      Clinical simulation with dramatization: gains perceived by students and health professionals

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          ABSTRACT

          Objective:

          to identify in the literature the gains health students and professionals perceive when using clinical simulation with dramatization resources.

          Method:

          integrative literature review, using the method proposed by the Joanna Briggs Institute (JBI). A search was undertaken in the following databases: Latin American and Caribbean Health Sciences Literature, Web of Science, National Library of Medicine, Cumulative Index to Nursing and Allied Health Literature, The Cochrane Library, Scopus, Scientific Electronic Library Online.

          Results:

          53 studies were analyzed, which complied with the established inclusion criteria. Among the different gains obtained, satisfaction, self-confidence, knowledge, empathy, realism, reduced level of anxiety, comfort, communication, motivation, capacity for reflection and critical thinking and teamwork stand out.

          Conclusion:

          the evidence demonstrates the great possibilities to use dramatization in the context of clinical simulation, with gains in the different health areas, as well as interprofessional gains.

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          Most cited references93

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          The PICO strategy for the research question construction and evidence search

          Cristina Mamédio da Costa Santos, Cibele Andrucioli de Mattos Pimenta, Moacyr Roberto Cuce Nobre (2007)
          Evidence based practice is the use of the best scientific evidence to support the clinical decision making. The identification of the best evidence requires the construction of an appropriate research question and review of the literature. This article describes the use of the PICO strategy for the construction of the research question and bibliographical search.
          Article 0 comments Cited 140 times – based on 0 reviews     Review now
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            Role-play for medical students learning about communication: Guidelines for maximising benefits

            Debra Nestel, Tanya Tierney (2007)
            Background Role-play is widely used as an educational method for learning about communication in medical education. Although educational theory provides a sound rationale for using this form of simulation, there is little published evidence for its effectiveness. Students' prior experiences of role-play may influence the way in which they engage in this method. This paper explores students' experiences with the aim of producing guidelines for maximising the benefits of role-play within this learning context. Methods First-year undergraduate medical students participated in a role-play session as part of their communication programme. Before and after the session, students completed questionnaires. In the pre-session questionnaire, students were asked about their experiences of role-play and asked to identify helpful and unhelpful elements. Immediately after the session, students answered similar questions in relation to the role-play activity they had just completed. Descriptive statistics were used to analyse quantitative data and qualitative data was thematically analysed. Results 284 students completed evaluation forms. Although 63 (22.2%) had prior unhelpful experiences, most students (n = 274; 96.5%) found this experience helpful. Summary findings were that students reported the key aspects of helpful role-play were opportunities for observation, rehearsal and discussion, realistic roles and alignment of roles with other aspects of the curriculum. Unhelpful aspects were those that evoked strong negative emotional responses and factors that contributed to a lack of realism. Conclusion Role-play was valued by students in the acquisition of communication skills even though some had prior unhelpful experiences. Guidelines for effective role-play include adequate preparation, alignment of roles and tasks with level of practice, structured feedback guidelines and acknowledgment of the importance of social interactions for learning.
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              Simulation in clinical teaching and learning.

              Jennifer M. Weller, Debra Nestel, Stuart D Marshall … (2012)
              Simulation-based education (SBE) is a rapidly developing method of supplementing and enhancing the clinical education of medical students. Clinical situations are simulated for teaching and learning purposes, creating opportunities for deliberate practice of new skills without involving real patients. Simulation takes many forms, from simple skills training models to computerised full-body mannequins, so that the needs of learners at each stage of their education can be targeted. Emerging evidence supports the value of simulation as an educational technique; to be effective it needs to be integrated into the curriculum in a way that promotes transfer of the skills learnt to clinical practice. Currently, SBE initiatives in Australia are fragmented and depend on local enthusiasts; Health Workforce Australia is driving initiatives to develop a more coordinated national approach to optimise the benefits of simulation.
              Article 0 comments Cited 69 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): Rev Lat Am Enfermagem
                Journal ID (iso-abbrev): Rev Lat Am Enfermagem
                Journal ID (publisher-id): rlae
                Title: Revista Latino-Americana de Enfermagem
                Publisher: Escola de Enfermagem de Ribeirão Preto / Universidade de São Paulo
                ISSN (Print): 0104-1169
                ISSN (Electronic): 1518-8345
                Publication date (Electronic): 03 August 2017
                Publication date Collection: 2017
                Volume: 25
                Electronic Location Identifier: e2916
                Affiliations
                [1 ]Doctoral student, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil.
                [2 ]PhD, Associate Professor, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil.
                [3 ]PhD, Professor, Escola Superior de Enfermagem de Coimbra, Coimbra, Portugal.
                [4 ]PhD, Professor, Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil.
                [5 ]PhD, Adjunct Professor, Universidade de Ribeirão Preto, Ribeirão Preto, SP, Brazil.
                Author notes
                Corresponding Author: Alessandra Mazzo Universidade de São Paulo. Escola de Enfermagem de Ribeirão Preto Av. dos Bandeirantes, 3900 Bairro: Monte Alegre CEP: 14040-902, Ribeirão Preto, SP, Brasil E-mail: amazzo@ 123456eerp.usp.br
                Article
                Other ID: 00604
                DOI: 10.1590/1518-8345.1807.2916
                PMC ID: 5626175
                PubMed ID: 28793125
                SO-VID: 61fdf2e8-cb32-43bf-b953-f90d7d23cbb9
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License

                History
                Date received : 11 September 2016
                Date accepted : 02 May 2017
                Page count
                Figures: 6, Tables: 0, Equations: 0, References: 80, Pages: 1
                Categories
                Subject: Review Article

                Keywords: students,role playing,patient simulation,education,perception
                Data availability:
                Keywords: students, role playing, patient simulation, education, perception

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