| dc.creator | Cortés-Rodríguez, Alda Elena | |
| dc.creator | Roman, Pablo | |
| dc.creator | López-Rodríguez, María Mar | |
| dc.creator | Fernández Medina, Isabel María | |
| dc.creator | Fernández-Sola, Cayetano | |
| dc.creator | Hernández Padilla, José Manuel | |
| dc.date | 2022-01-10T15:41:36Z | |
| dc.date | 2022-01-10T15:41:36Z | |
| dc.date | 2022-01 | |
| dc.date.accessioned | 2024-07-17T21:14:46Z | |
| dc.date.available | 2024-07-17T21:14:46Z | |
| dc.identifier | 10.3390/healthcare10010046 | |
| dc.identifier | 22279032 | |
| dc.identifier | https://hdl.handle.net/20.500.12728/9820 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/9509738 | |
| dc.description | 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. | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | en | |
| dc.publisher | MDPI | |
| dc.subject | Interprofessional communication | |
| dc.subject | Nursing | |
| dc.subject | Role-play | |
| dc.subject | Simulation | |
| dc.subject | Standardised patient | |
| dc.title | Role-play versus standardised patient simulation for teaching interprofessional communication in care of the elderly for nursing students | |
| dc.type | Article | |
