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More About This Title Simulated Patient Methodology - Theory, Evidenceand Practice
English
Simulated Patient Methodology:
• Provides a cross-disciplinary overview of the field
• Considers practical issues such as recruiting and training simulated patients, and the financial planning of SP programmes
• Features case studies, illustrating theory in practice, drawn from across health professions and countries, to ensure relevance to localised contexts
Written by world leaders in the field, this invaluable resource summarises the theoretical and practical basis of all human-based simulation methodologies.
English
Debra Nestel is Professor of Simulation Education in Healthcare, School of Rural Health, HealthPEER (Health Professions Education and Educational Research), Faculty of Medicine, Nursing and Health Sciences, Monash University
Margaret Bearman is Associate Professor, HealthPEER (Health Professions Education and Educational Research), Faculty of Medicine, Nursing and Health Sciences, Monash University
English
Contributors, vii
Foreword, ix
1 Introduction to simulated patient methodology, 1
Debra Nestel and Margaret Bearman
Part 1: Foundational Frameworks, 5
2 Scope of contemporary simulated patient methodology, 7
Debra Nestel, Tracy Morrison and Shane Pritchard
3 The content and process of simulated patient-based learning activities, 16
Jill E Thistlethwaite and George D Ridgway
4 Communities of practice and simulated patient methodology, 23
Debra Nestel, Jan-Joost Rethans and Gayle A Gliva-McConvey
Part 2: Theoretical Perspectives, 31
5 Learning theories and simulated patient methodology, 33
Margaret Bearman and Debra Nestel
6 The dramatic arts and simulated patient methodology, 39
Cathy M Smith, Tanya L Edlington, Richard Lawton and Debra Nestel
7 Simulated interaction and authentic interaction – a place for conversation analysis?, 46
Ged M Murtagh
8 Simulated patient methodology and the discourses of health professional education, 53
Nancy L McNaughton and Brian Hodges
Part 3: Educational Practice, 61
9 Preparation: developing scenarios and training for role portrayal, 63
Debra Nestel, Carol Fleishman and Margaret Bearman
10 Simulated patients as teachers: the role of feedback, 71
Debra Nestel, Margaret Bearman and Carol Fleishman
11 Teaching and learning physical examination skills with simulated patients, 79
Anna K Vnuk
12 Simulated patient methodology and assessment, 85
Cathy M Smith, Carol C O’Byrne and Debra Nestel
13 Simulated patient programme management, 93
Tanya Tierney, Elaine E Gill and Pamela J Harvey
Part 4: Case Studies: Innovations Across the Health Professions, 103
14 Real patient participation in simulation, 105
Rosamund Snow
15 Interprofessional community care: a simulated clinic for healthcare professional learners, 110
Pamela J Taylor, Mollie Burley and Debra Nestel
16 Telephone incognito simulated patients, 115
Jan-Joost Rethans and Hay Derkx
17 Hybrid simulated patient methodology: managing maternal deterioration, 120
Simon JR Cooper and Mary Anne Biro
18 Learning intimate examinations: the specialist role of Gynaecological Teaching Associates, 126
Karen M Reynolds, Jim Parle and Shirin Irani
19 Advanced nursing practice in aged care: developing communication and management skills in patients with Alzheimer’s disease, 130
Jennifer H Fisher, Jane H Kass-Wolff, Ernestine Kotthoff-Burrell and Jeanie M Youngwerth
20 Skills development in person-centred physiotherapy, 134
Felicity C Blackstock and Shane Pritchard
21 Simulated family and healthcare professionals: consent for organ transplantation, 139
Gayle A Gliva-McConvey
Part 5: Conclusion, 145
22 The future of simulated patient methodology, 147
Margaret Bearman and Debra Nestel
Index, 151
