Mostrar el registro sencillo del ítem
Role-play versus standardised patient simulation for teaching interprofessional communication in care of the elderly for nursing students
dc.contributor.author | Cortés-Rodríguez, Alda Elena | |
dc.contributor.author | Roman, Pablo | |
dc.contributor.author | López-Rodríguez, María Mar | |
dc.contributor.author | Fernández Medina, Isabel María | |
dc.contributor.author | Fernández-Sola, Cayetano | |
dc.contributor.author | Hernández Padilla, José Manuel | |
dc.date.accessioned | 2022-01-10T15:41:36Z | |
dc.date.available | 2022-01-10T15:41:36Z | |
dc.date.issued | 2022-01 | |
dc.identifier | 10.3390/healthcare10010046 | |
dc.identifier.issn | 22279032 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12728/9820 | |
dc.description.abstract | This study aims to describe and compare the effects of standardised patient simulation and role-play in the acquisition and retention of interprofessional communication in elderly care competence amongst nursing students. In this controlled clustered randomised trial, 121 nursing students attended a workshop on interprofessional communication in elderly care using role-play or standardised patient simulation. The study was conducted between September 2017 and February 2018. Participants’ knowledge, self-efficacy and communication skills were assessed using a simulated scenario at pre-test, post-test and 6-week follow-up points. Between-subject and within-subject differences were measured using counts and proportions of participants who achieved competence. Regardless of the strategy applied, a significant improvement in knowledge, skills, self-efficacy and overall interprofessional communication competence was found between pre-test and post-test. Moreover, there were significant differences between pre-test and follow-up for all the studied variables, but no differences were found between post-test and follow-up. Lastly, when comparing the success rates of both strategies, no significant differences were observed (p > 0.05). In conclusion, standardised patient simulation and role-play have been shown to promote an improvement on knowledge, self-efficacy and interprofessional communication skills in nursing students, although it is not possible to state which strategy is the most adequate for teaching this competency. | es_ES |
dc.language.iso | en | es_ES |
dc.publisher | MDPI | es_ES |
dc.subject | Interprofessional communication | es_ES |
dc.subject | Nursing | es_ES |
dc.subject | Role-play | es_ES |
dc.subject | Simulation | es_ES |
dc.subject | Standardised patient | es_ES |
dc.title | Role-play versus standardised patient simulation for teaching interprofessional communication in care of the elderly for nursing students | es_ES |
dc.type | Article | es_ES |