Abstract
Simulated patients (SPs) are individuals who have learned to realistically portray patient roles in health professional education. Program recommendations are increasing for simulation programs, and as key stakeholders, SPs' perspectives seem underrepresented. The aim of the study was to explore the experiences, perspectives, and practices of SPs to gain insights on topics of importance to SPs and inform program recommendations.
Methods
An interpretivist research paradigm and qualitative design were adopted. Eighteen SPs participated in 2 focus groups that were audio recorded, transcribed, and deidentified. Three researchers completed inductive thematic analysis. Institutional ethical approval was obtained.
Results
Three themes represented the different elements of SP practice: becoming and being a SP, preparing for a SP role, and performing a SP role. Simulated patients identify as educated specialists with unique responsibilities and attributes. Simulated patients are committed to representing the perspectives of real patients, while simultaneously supporting learners and educators. Simulated patients can feel unprepared to perform a role but have innovated responsive strategies.
Conclusions
Simulated patients considered 3 primary aspects to their practice and shared ways that they might be well supported. Simulated patients represent a community of practice, characterized by mutual engagement, joint enterprise, and a shared repertoire. Ongoing SP input in SP programs may benefit SPs and lead to higher-quality educational experiences for learners.
| Original language | English |
|---|---|
| Number of pages | 9 |
| Journal | Simulation in Healthcare |
| DOIs | |
| Publication status | Accepted/In press - 15 Nov 2019 |
Keywords
- simulation
- simulated participant
- simulated patient
- standardized patient
- qualitative
Cite this
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"It's not an acting job... don't underestimate what a simulated patient does" : A qualitative study exploring the perspectives of simulated patients in health professions education. / Pritchard, Shane A.; Denning, Tracey; Keating, Jennifer L.; Blackstock, Felicity C.; Nestel, Debra.
In: Simulation in Healthcare, 15.11.2019.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - "It's not an acting job... don't underestimate what a simulated patient does"
T2 - A qualitative study exploring the perspectives of simulated patients in health professions education
AU - Pritchard, Shane A.
AU - Denning, Tracey
AU - Keating, Jennifer L.
AU - Blackstock, Felicity C.
AU - Nestel, Debra
PY - 2019/11/15
Y1 - 2019/11/15
N2 - IntroductionSimulated patients (SPs) are individuals who have learned to realistically portray patient roles in health professional education. Program recommendations are increasing for simulation programs, and as key stakeholders, SPs' perspectives seem underrepresented. The aim of the study was to explore the experiences, perspectives, and practices of SPs to gain insights on topics of importance to SPs and inform program recommendations.MethodsAn interpretivist research paradigm and qualitative design were adopted. Eighteen SPs participated in 2 focus groups that were audio recorded, transcribed, and deidentified. Three researchers completed inductive thematic analysis. Institutional ethical approval was obtained.ResultsThree themes represented the different elements of SP practice: becoming and being a SP, preparing for a SP role, and performing a SP role. Simulated patients identify as educated specialists with unique responsibilities and attributes. Simulated patients are committed to representing the perspectives of real patients, while simultaneously supporting learners and educators. Simulated patients can feel unprepared to perform a role but have innovated responsive strategies.ConclusionsSimulated patients considered 3 primary aspects to their practice and shared ways that they might be well supported. Simulated patients represent a community of practice, characterized by mutual engagement, joint enterprise, and a shared repertoire. Ongoing SP input in SP programs may benefit SPs and lead to higher-quality educational experiences for learners.
AB - IntroductionSimulated patients (SPs) are individuals who have learned to realistically portray patient roles in health professional education. Program recommendations are increasing for simulation programs, and as key stakeholders, SPs' perspectives seem underrepresented. The aim of the study was to explore the experiences, perspectives, and practices of SPs to gain insights on topics of importance to SPs and inform program recommendations.MethodsAn interpretivist research paradigm and qualitative design were adopted. Eighteen SPs participated in 2 focus groups that were audio recorded, transcribed, and deidentified. Three researchers completed inductive thematic analysis. Institutional ethical approval was obtained.ResultsThree themes represented the different elements of SP practice: becoming and being a SP, preparing for a SP role, and performing a SP role. Simulated patients identify as educated specialists with unique responsibilities and attributes. Simulated patients are committed to representing the perspectives of real patients, while simultaneously supporting learners and educators. Simulated patients can feel unprepared to perform a role but have innovated responsive strategies.ConclusionsSimulated patients considered 3 primary aspects to their practice and shared ways that they might be well supported. Simulated patients represent a community of practice, characterized by mutual engagement, joint enterprise, and a shared repertoire. Ongoing SP input in SP programs may benefit SPs and lead to higher-quality educational experiences for learners.
KW - simulation
KW - simulated participant
KW - simulated patient
KW - standardized patient
KW - qualitative
U2 - 10.1097/SIH.0000000000000400
DO - 10.1097/SIH.0000000000000400
M3 - Article
JO - Simulation in Healthcare
JF - Simulation in Healthcare
SN - 1559-2332
ER -