Simulated patient training: Using inter-rater reliability to evaluate simulated patient consistency in nursing education
Simulated patients (SPs) are frequently used for training nursing students in communication skills. An acknowledged benefit of using SPs is the opportunity to provide a standardized approach by which participants can demonstrate and develop communication skills. However, relatively little evidence i...
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Veröffentlicht in: | Nurse education today 2018-03, Vol.62, p.85-90 |
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description | Simulated patients (SPs) are frequently used for training nursing students in communication skills. An acknowledged benefit of using SPs is the opportunity to provide a standardized approach by which participants can demonstrate and develop communication skills. However, relatively little evidence is available on how to best facilitate and evaluate the reliability and accuracy of SPs' performances.
The aim of this study is to investigate the effectiveness of an evidenced based SP training framework to ensure standardization of SPs. The training framework was employed to improve inter-rater reliability of SPs.
A quasi-experimental study was employed to assess SP post-training understanding of simulation scenario parameters using inter-rater reliability agreement indices. Two phases of data collection took place. Initially a trial phase including audio-visual (AV) recordings of two undergraduate nursing students completing a simulation scenario is rated by eight SPs using the Interpersonal Communication Assessments Scale (ICAS) and Quality of Discharge Teaching Scale (QDTS). In phase 2, eight SP raters and four nursing faculty raters independently evaluated students' (N=42) communication practices using the QDTS.
Intraclass correlation coefficients (ICC) were >0.80 for both stages of the study in clinical communication skills.
The results support the premise that if trained appropriately, SPs have a high degree of reliability and validity to both facilitate and evaluate student performance in nurse education.
•SPs play a vital role in ensuring an authentic student experience•SPs can provide summative and formative student feedback when trained using an evidence based framework (NHET-Sim).•Further research is required to ensure SPs have capacity to adequately engage in scenario portrayal and provide feedback. |
doi_str_mv | 10.1016/j.nedt.2017.12.024 |
format | Article |
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The aim of this study is to investigate the effectiveness of an evidenced based SP training framework to ensure standardization of SPs. The training framework was employed to improve inter-rater reliability of SPs.
A quasi-experimental study was employed to assess SP post-training understanding of simulation scenario parameters using inter-rater reliability agreement indices. Two phases of data collection took place. Initially a trial phase including audio-visual (AV) recordings of two undergraduate nursing students completing a simulation scenario is rated by eight SPs using the Interpersonal Communication Assessments Scale (ICAS) and Quality of Discharge Teaching Scale (QDTS). In phase 2, eight SP raters and four nursing faculty raters independently evaluated students' (N=42) communication practices using the QDTS.
Intraclass correlation coefficients (ICC) were >0.80 for both stages of the study in clinical communication skills.
The results support the premise that if trained appropriately, SPs have a high degree of reliability and validity to both facilitate and evaluate student performance in nurse education.
•SPs play a vital role in ensuring an authentic student experience•SPs can provide summative and formative student feedback when trained using an evidence based framework (NHET-Sim).•Further research is required to ensure SPs have capacity to adequately engage in scenario portrayal and provide feedback.</description><identifier>ISSN: 0260-6917</identifier><identifier>EISSN: 1532-2793</identifier><identifier>DOI: 10.1016/j.nedt.2017.12.024</identifier><identifier>PMID: 29306751</identifier><language>eng</language><publisher>Scotland: Elsevier Ltd</publisher><subject>Academic Achievement ; Adult ; Aged ; Clinical Competence ; Clinical skills ; Clinical training ; Communication ; Communication Skills ; Communication skills training ; Correlation ; Discharge communication skills ; Education, Nursing ; Educational Measurement - methods ; Female ; Health education ; Humans ; Inter-rater reliability ; Interpersonal communication ; Interrater Reliability ; Male ; Medical education ; Medical technology ; Nursing ; Nursing education ; Nursing Students ; Patient communication ; Patient education ; Patient Simulation ; Quasi-experimental methods ; Reliability ; Reproducibility of Results ; Simulated patient ; Simulation ; Standardization ; Standardized patients ; Teaching ; Teaching Methods</subject><ispartof>Nurse education today, 2018-03, Vol.62, p.85-90</ispartof><rights>2018</rights><rights>Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.</rights><rights>Copyright Elsevier Science Ltd. Mar 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c384t-f5916497f38331e6bebf2f3c9b59460c562acc23b39f79de22160a1227f49ee63</citedby><cites>FETCH-LOGICAL-c384t-f5916497f38331e6bebf2f3c9b59460c562acc23b39f79de22160a1227f49ee63</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0260691717303222$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3536,27903,27904,30978,65309</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29306751$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>MacLean, Sharon</creatorcontrib><creatorcontrib>Geddes, Fiona</creatorcontrib><creatorcontrib>Kelly, Michelle</creatorcontrib><creatorcontrib>Della, Phillip</creatorcontrib><title>Simulated patient training: Using inter-rater reliability to evaluate simulated patient consistency in nursing education</title><title>Nurse education today</title><addtitle>Nurse Educ Today</addtitle><description>Simulated patients (SPs) are frequently used for training nursing students in communication skills. An acknowledged benefit of using SPs is the opportunity to provide a standardized approach by which participants can demonstrate and develop communication skills. However, relatively little evidence is available on how to best facilitate and evaluate the reliability and accuracy of SPs' performances.
The aim of this study is to investigate the effectiveness of an evidenced based SP training framework to ensure standardization of SPs. The training framework was employed to improve inter-rater reliability of SPs.
A quasi-experimental study was employed to assess SP post-training understanding of simulation scenario parameters using inter-rater reliability agreement indices. Two phases of data collection took place. Initially a trial phase including audio-visual (AV) recordings of two undergraduate nursing students completing a simulation scenario is rated by eight SPs using the Interpersonal Communication Assessments Scale (ICAS) and Quality of Discharge Teaching Scale (QDTS). In phase 2, eight SP raters and four nursing faculty raters independently evaluated students' (N=42) communication practices using the QDTS.
Intraclass correlation coefficients (ICC) were >0.80 for both stages of the study in clinical communication skills.
The results support the premise that if trained appropriately, SPs have a high degree of reliability and validity to both facilitate and evaluate student performance in nurse education.
•SPs play a vital role in ensuring an authentic student experience•SPs can provide summative and formative student feedback when trained using an evidence based framework (NHET-Sim).•Further research is required to ensure SPs have capacity to adequately engage in scenario portrayal and provide feedback.</description><subject>Academic Achievement</subject><subject>Adult</subject><subject>Aged</subject><subject>Clinical Competence</subject><subject>Clinical skills</subject><subject>Clinical training</subject><subject>Communication</subject><subject>Communication Skills</subject><subject>Communication skills training</subject><subject>Correlation</subject><subject>Discharge communication skills</subject><subject>Education, Nursing</subject><subject>Educational Measurement - methods</subject><subject>Female</subject><subject>Health education</subject><subject>Humans</subject><subject>Inter-rater reliability</subject><subject>Interpersonal communication</subject><subject>Interrater Reliability</subject><subject>Male</subject><subject>Medical education</subject><subject>Medical technology</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Nursing Students</subject><subject>Patient communication</subject><subject>Patient education</subject><subject>Patient Simulation</subject><subject>Quasi-experimental methods</subject><subject>Reliability</subject><subject>Reproducibility of Results</subject><subject>Simulated patient</subject><subject>Simulation</subject><subject>Standardization</subject><subject>Standardized patients</subject><subject>Teaching</subject><subject>Teaching Methods</subject><issn>0260-6917</issn><issn>1532-2793</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kcFO3DAQhq0KVJZtX4BDZYlLLwn2OHHiigtChSIhcaCcLceZVF5lna3trNi3r7cLPRSJi-fgbz6N_p-QM85Kzri8WJUe-1QC403JoWRQfSALXgsooFHiiCwYSFZIxZsTchrjijHWNiA-khNQgsmm5gvy_OjW82gS9nRjkkOfaArGeed_faNPMQ_qfMJQhMwEGnB0pnOjSzuaJopbM875g8Y3Fjv56GJCb3fZQP0c_sqwn20mJv-JHA9mjPj5ZS7J0833n9c_ivuH27vrq_vCirZKxVArLivVDKIVgqPssBtgEFZ1taoks7UEYy2ITqihUT0CcMkMB2iGSiFKsSRfD95NmH7PGJNeu2hxHI3HaY6aq1bVQqn8LMn5f-hqmoPP12lgsmUgcm6ZggNlwxRjwEFvglubsNOc6X0veqX3veh9L5qDzr3kpS8v6rlbY_9v5bWIDFweAMxZbB0GHW3O0WLvAtqk-8m95_8DhQygdQ</recordid><startdate>201803</startdate><enddate>201803</enddate><creator>MacLean, Sharon</creator><creator>Geddes, Fiona</creator><creator>Kelly, Michelle</creator><creator>Della, Phillip</creator><general>Elsevier Ltd</general><general>Elsevier Science Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>ASE</scope><scope>FPQ</scope><scope>K6X</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>201803</creationdate><title>Simulated patient training: Using inter-rater reliability to evaluate simulated patient consistency in nursing education</title><author>MacLean, Sharon ; Geddes, Fiona ; Kelly, Michelle ; Della, Phillip</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c384t-f5916497f38331e6bebf2f3c9b59460c562acc23b39f79de22160a1227f49ee63</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Academic Achievement</topic><topic>Adult</topic><topic>Aged</topic><topic>Clinical Competence</topic><topic>Clinical skills</topic><topic>Clinical training</topic><topic>Communication</topic><topic>Communication Skills</topic><topic>Communication skills training</topic><topic>Correlation</topic><topic>Discharge communication skills</topic><topic>Education, Nursing</topic><topic>Educational Measurement - methods</topic><topic>Female</topic><topic>Health education</topic><topic>Humans</topic><topic>Inter-rater reliability</topic><topic>Interpersonal communication</topic><topic>Interrater Reliability</topic><topic>Male</topic><topic>Medical education</topic><topic>Medical technology</topic><topic>Nursing</topic><topic>Nursing education</topic><topic>Nursing Students</topic><topic>Patient communication</topic><topic>Patient education</topic><topic>Patient Simulation</topic><topic>Quasi-experimental methods</topic><topic>Reliability</topic><topic>Reproducibility of Results</topic><topic>Simulated patient</topic><topic>Simulation</topic><topic>Standardization</topic><topic>Standardized patients</topic><topic>Teaching</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>MacLean, Sharon</creatorcontrib><creatorcontrib>Geddes, Fiona</creatorcontrib><creatorcontrib>Kelly, Michelle</creatorcontrib><creatorcontrib>Della, Phillip</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>British Nursing Index</collection><collection>British Nursing Index (BNI) (1985 to Present)</collection><collection>British Nursing Index</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Nurse education today</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>MacLean, Sharon</au><au>Geddes, Fiona</au><au>Kelly, Michelle</au><au>Della, Phillip</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Simulated patient training: Using inter-rater reliability to evaluate simulated patient consistency in nursing education</atitle><jtitle>Nurse education today</jtitle><addtitle>Nurse Educ Today</addtitle><date>2018-03</date><risdate>2018</risdate><volume>62</volume><spage>85</spage><epage>90</epage><pages>85-90</pages><issn>0260-6917</issn><eissn>1532-2793</eissn><abstract>Simulated patients (SPs) are frequently used for training nursing students in communication skills. An acknowledged benefit of using SPs is the opportunity to provide a standardized approach by which participants can demonstrate and develop communication skills. However, relatively little evidence is available on how to best facilitate and evaluate the reliability and accuracy of SPs' performances.
The aim of this study is to investigate the effectiveness of an evidenced based SP training framework to ensure standardization of SPs. The training framework was employed to improve inter-rater reliability of SPs.
A quasi-experimental study was employed to assess SP post-training understanding of simulation scenario parameters using inter-rater reliability agreement indices. Two phases of data collection took place. Initially a trial phase including audio-visual (AV) recordings of two undergraduate nursing students completing a simulation scenario is rated by eight SPs using the Interpersonal Communication Assessments Scale (ICAS) and Quality of Discharge Teaching Scale (QDTS). In phase 2, eight SP raters and four nursing faculty raters independently evaluated students' (N=42) communication practices using the QDTS.
Intraclass correlation coefficients (ICC) were >0.80 for both stages of the study in clinical communication skills.
The results support the premise that if trained appropriately, SPs have a high degree of reliability and validity to both facilitate and evaluate student performance in nurse education.
•SPs play a vital role in ensuring an authentic student experience•SPs can provide summative and formative student feedback when trained using an evidence based framework (NHET-Sim).•Further research is required to ensure SPs have capacity to adequately engage in scenario portrayal and provide feedback.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>29306751</pmid><doi>10.1016/j.nedt.2017.12.024</doi><tpages>6</tpages></addata></record> |
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subjects | Academic Achievement Adult Aged Clinical Competence Clinical skills Clinical training Communication Communication Skills Communication skills training Correlation Discharge communication skills Education, Nursing Educational Measurement - methods Female Health education Humans Inter-rater reliability Interpersonal communication Interrater Reliability Male Medical education Medical technology Nursing Nursing education Nursing Students Patient communication Patient education Patient Simulation Quasi-experimental methods Reliability Reproducibility of Results Simulated patient Simulation Standardization Standardized patients Teaching Teaching Methods |
title | Simulated patient training: Using inter-rater reliability to evaluate simulated patient consistency in nursing education |
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