Involving patients and relatives by translating their experiences into simulation-based education

Hamilton, Carrie, Clarkson, Gill, Revill-Smith, Yvette, Allen, Christopher and Ryder, Isobel (2018) Involving patients and relatives by translating their experiences into simulation-based education. In Association for Simulated Practice in Healthcare Annual Conference 2018. Association for Simulated PAractice in Healthcare..

Abstract

Background Individual patients’ experience is the essence of every clinical encounter (Kneebone, et al. 2016). Co-designing simulation with patients, relatives, clinicians and educators helps to rebalance perspective; indeed, the ASPiH standards state evidence of best practice is that ‘the patient perspective is considered and demonstrated within educational planning’. At a national level public, user and carer participation continues to be a recurrent theme in health policy (DoH, 2001).Our aim was to ensure that patient and public involvement (PPI) was truly present in simulation-based education (SBE) for undergraduate nurses. Summary of work This project describes how we have co-designed SBE with patients and relatives and have developed a guiding framework.We met with patients/relatives and captured their accounts of their healthcare journey, through reflective conversation and film. We established with them, what they felt were important factors in their care. Scenarios were developed, with learning outcomes matching both the patient/relative priorities and the NMC standards. The scenarios were reviewed by educators, revised and shared with the simulated patient coordinator. Experienced simulated patients (SPs) were selected for the roles, discussion took place between SPs and SP coordinator, to consolidate understanding of role portrayal. After the event, in which 100 undergraduate nurses took part, the educator, through closed-loop-communication, completed dialogue with the patients and relatives. This reinforced with them, how through co-design, their experiences and priorities of care, had benefited the students. Summary of results During the interviews of some patients, accounts of events led to raw and unanticipated emotion. The patients and relatives were well supported during the sharing of experiences; they felt that their views were valued and respected and agreed that the scenarios reflected the stories that they shared with us. The final dialogue with them, after the educational session, was exceptionally well received.SPs, as ‘patient proxy and advocate’ were able to remain at a ‘safe distance’; they were asked to evaluate the simulation, specifically, their ability to portray the role accurately and be objective in the debrief – whilst providing feedback on eight priority areas identified by the ‘real’ patients and relatives. Recommendations By working with our framework, translating patient/relative experiences into scenarios for SBE can be achieved. This can be done with care, low risk, high fidelity, ethically and meaningfully. We have used our framework for forthcoming SBE, will be presenting to wider faculty and plan to disseminate to other organisations in order to maximise impact. References • Kneebone R, Weldon S-M, Bell, F. Engaging patients and clinicians through simulation: Rebalancing the dynamics of care

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Contributors

Author: Christopher Allen

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