Standardized Patient Orientation

1. Standardized PatientOrientation Mott Community College 2013-2014 Academic Year Presented by: Katy Gordon MSN, BSN, RN

2. Objectives • Define standardized patient • Describe the role of a standardized patient in healthcare training • Explain the training process for the role of the standardized patient to be portrayed

3. Objectives Continued • Demonstrate how to give constructive feedback to students based on a check-off list for a scenario • Describe expectations of standardized patients at Mott Community College • Describe personal benefits of becoming a standardized patient

4. What is a Standardized Patient? A standardized patient (SP) is a healthy person who has been trained to portray the medical history, emotional behaviors, and physical characteristics of a patient Many of the roles SPs portray are from actual medical cases An SP presents as a patient in the classroom or laboratory who is utilized for training- particularly for assessment and communications skills required for nursing practice (Churchouse & McCafferty, 2012)

5. Why use SPs for Medical Training? • Eliminates risk involved in using actual patients • Decreases student anxiety • Allows students to receive immediate feedback • Provides students a safe environment to practice therapeutic communication skills • Allows students to evaluate both verbal and nonverbal communication versus using a manikin (Anderson, Holmes, LeFlore, Nelson, & Jenkins, 2010; Bhavaraju, 2002; Davis, Josephsen, & Macy, 2013; Lehr & Kaplan, 2013)

6. Personal Benefits of Becoming an SP • Contributing to the education of future healthcare providers • Helping foster better care for patients with mental health problems • Providing a safe learning environment for nursing students • Learning about current strategies utilized in healthcare education

7. Training for Standardized Patient Role You will be trained . . . • In the history of the case • In the physical findings • In the skills of feedback for interviewing skills • To complete the evaluation checklist

8. Sample Standardized Patient Scenario • http://youtu.be/OZQMKCcbUHo

9. Providing Student Feedback Your feedback should cover all the important aspects of the student’s interpersonal skills, including the following points: • Were you made to feel comfortable, relaxed, or reassured? • Was the student rushed, brusque, or disorganized? • Did the student show interest or understanding of your problem? • Was there interest in you as a person and were you made to feel important or unimportant? (Bhavaraju, 2002)

10. Student Feedback Continued. . . • Did the student express him or herself clearly and use words and terms understandable to you? • Did the student listen carefully or were you interrupted or cut off in mid-sentence? • Were you invited to ask questions and to express concerns or worries? • Were you told what to expect during the examination? • Did the student seem competent, organized, and confident? • Was there “closure” to the encounter? (Bhavaraju, 2002)

11. IMPORTANT! You will NEVER be expected to give feedback based on the medical signs and symptoms (diagnosis). These questions are to be addressed by the nurse educator facilitating the SP simulations.

12. Standardized Patient:Rules to follow • Never break role • Do not speak with the students “out of role” before or during the simulation • If, at any time, you are in need of a review or if you have questions or concerns with the simulation, contact the SP program coordinator • Do not talk about students in public places. Comments about specific student behaviors or actions are inappropriate in public • Do not discuss students with other SPs as it may influence their interactions

13. What is my Commitment? • Attend general training session(s) • Learn general guidelines for SP at MCC • Learn how to give student feedback from SP checklist • Study role to be portrayed with material(s) provided

14. Important Information • Cancellations • Confirmation • Compensation for services • Punctuality • Breaks • No cell phones Thank you!!

15. Miscellaneous COMPLETED FORMS • Please return all SP forms to the simulation coordinator ASAP • You will not be allowed to work as an SP at MCC until all forms are completed and turned in to the SP coordinator PARKING

16. Questions?

17. References Anderson, M., Holmes, T., LeFlore, J. L., Nelson, K. A., & Jenkins, T. (2010). Standardized patients in educating student nurses: One school’s experience. Clinical Simulation in Nursing, (6), e61-e66. doi: 10.1016/j.ecns.2009.08.001 Bhavaraju, R. (2002). Designing a tuberculosis standardized patient program for medical students. Retrieved from: http://globaltb.njms.rutgers.edu/downloads/products/Standardized%20Patient%20Program.pdf Churchouse, C., & McCafferty, C. (2012, October). Standardized patients versus simulated patients: Is there a difference? Clinical Simulation in Nursing, 8(8), e363-e365. doi: 10.1016/j.ecns.2011.04.008 Davis, S., Josephsen, J., & Macy, R. (2013, May). Implementation of mental health simulations: Challenges and lessons learned. Clinical Simulation in Nursing, 9(5), e157-e162. doi: 10.1016/j.ecns.2011.11.011 Lehr, S. T., & Kaplan, B. (2013, July). A mental health simulation experience for baccalaureate student nurses. Clinical Simulation in Nursing, VOL(x), e1-e7. http://dx.doi.org/10.1016/j.ecns.2012.12.003