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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 | Román López, Pablo | |
dc.contributor.author | López Rodríguez, María del Mar | |
dc.contributor.author | Fernández Medina, Isabel María | |
dc.contributor.author | Fernández Sola, Cayetano | |
dc.contributor.author | Hernández Padilla, José Manuel | |
dc.date.accessioned | 2022-01-20T14:14:03Z | |
dc.date.available | 2022-01-20T14:14:03Z | |
dc.date.issued | 2021-12-27 | |
dc.identifier.issn | 2227-9032 | |
dc.identifier.uri | http://hdl.handle.net/10835/13137 | |
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.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
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 | info:eu-repo/semantics/article | es_ES |
dc.relation.publisherversion | https://www.mdpi.com/2227-9032/10/1/46 | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.identifier.doi | 10.3390/healthcare10010046 |