Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations
Abstract
:1. Introduction
2. Materials and Methods
2.1. Research Context and Setting
2.2. Setting and Sample
2.3. Simulation Design Process
2.4. Data Collection Instrument
2.5. Statistical Analysis
2.6. Ethical Considerations
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Harder, N. Simulation amid the COVID-19 pandemic. Clin. Simul. Nurs. 2020, 43, 1–2. [Google Scholar] [CrossRef] [PubMed]
- Bogossian, F.; Cooper, S.; Kelly, M.; Levett-Jones, T.; McKenna, L.; Slark, J.; Seaton, P. Best practice in clinical simulation education—Are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education. Clin. Simul. Nurs. 2018, 25, 327–334. [Google Scholar] [CrossRef]
- Cant, R.; Cooper, S.; Sussex, R.; Bogossian, F. What’s in a name? Clarifying the nomenclature of virtual simulation. Clin. Simul. Nurs. 2017, 27, 26–30. [Google Scholar] [CrossRef]
- Lioce, L.; Lopreiato, J.; Downing, D.; Chang, T.P.; Robertson, J.M.; Anderson, M.; Diaz, D.A.; Spain, A.E.; Terminology and Concepts Working Group. Healthcare Simulation Dictionary, 2nd ed.; Lioce, L., Lopreiato, J., Downing, D., Chang, T.P., Robertson, J.M., Anderson, M., Diaz, D.A., Spain, A.E., Eds.; Agency for Healthcare Research and Quality: Rockville, MD, USA, 2020. [CrossRef]
- Jiménez-Rodríguez, D.; Arrogante, O. Simulated video consultations as a learning tool in undergraduate nursing: Students’ perceptions. Healthcare 2020, 8, 280. [Google Scholar] [CrossRef] [PubMed]
- Jiménez-Rodríguez, D.; Torres Navarro, M.D.M.; Plaza Del Pino, F.J.; Arrogante, O. Simulated nursing video consultations: An innovative proposal during COVID-19 confinement. Clin. Simul. Nurs. 2020, 48, 29–37. [Google Scholar] [CrossRef]
- Contreras, C.M.; Metzger, G.A.; Beane, J.D.; Dedhia, P.H.; Ejaz, A.; Pawlik, T.M. Telemedicine: Patient-provider clinical engagement during the COVID-19 pandemic and beyond. J. Gastrointes. Surg. 2020, 24, 1692–1697. [Google Scholar] [CrossRef] [PubMed]
- Hong, Y.R.; Lawrence, J.; Williams, D., Jr.; Mainous, A., III. Population-level interest and telehealth capacity of us hospitals in response to COVID-19: Cross-sectional analysis of google search and national hospital survey data. JMIR Public Health Surveill. 2020, 6, e18961. [Google Scholar] [CrossRef]
- Greenhalgh, T.; Wherton, J.; Shaw, S.; Morrison, C. Video consultations for COVID-19. BMJ 2020, 368, m998. [Google Scholar] [CrossRef] [Green Version]
- Ohannessian, R.; Duong, T.A.; Odone, A. Global telemedicine implementation and integration within health systems to fight the COVID-19 pandemic: A Call to Action. JMIR Public Health Surveill. 2020, 6, e18810. [Google Scholar] [CrossRef]
- de la Torre-Diez, I.; López-Coronado, M.; Vaca, C.; Sáez Aguado, J.; de Castro, C. Cost-utility and cost-effectiveness studies of telemedicine, electronic, and mobile health systems in the literature: A systematic review. Telemed. J. E Health 2015, 21, 81–85. [Google Scholar] [CrossRef] [Green Version]
- Ignatowicz, A.; Atherton, H.; Bernstein, C.J.; Bryce, C.; Court, R.; Sturt, J.; Griffiths, F. Internet videoconferencing for patient-clinician consultations in long-term conditions: A review of reviews and applications in line with guidelines and recommendations. Digit. Health 2019, 5, 2055207619845831. [Google Scholar] [CrossRef] [Green Version]
- Gaba, D.M. The future vision of simulation in health care. Qual. Saf. Health Care 2004, 13, i2–i10. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Tarnow, K.G. Humanizing the learning laboratory. J. Nurs. Educ. 2005, 44, 43–44. [Google Scholar] [CrossRef]
- Cohen, B.S.; Boni, R. Holistic nursing simulation: A concept analysis. J. Holist. Nurs. 2018, 36, 68–78. [Google Scholar] [CrossRef] [PubMed]
- Busch, I.M.; Moretti, F.; Travaini, G.; Wu, A.W.; Rimondini, M. Humanization of care: Key elements identified by patients, caregivers, and healthcare providers. A systematic review. Patient 2019, 12, 461–474. [Google Scholar] [CrossRef] [PubMed]
- Heras, G.; Oviés, Á.A.; Gómez, V. A plan for improving the humanisation of intensive care units. Intensive Care Med. 2017, 43, 547–549. [Google Scholar] [CrossRef] [PubMed]
- Pérez-Fuentes, M.C.; Herrera-Peco, I.; Molero, M.M.; Oropesa, N.F.; Ayuso-Murillo, D.; Gázquez, J.J. The development and validation of the healthcare professional humanization scale (HUMAS) for nursing. Int. J. Environ. Res. Public Health 2019, 16, 3999. [Google Scholar] [CrossRef] [Green Version]
- Cant, R.P.; Cooper, S.J. Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review. Nurse Educ. Today 2017, 49, 63–71. [Google Scholar] [CrossRef]
- Levett-Jones, T.; Cant, R.; Lapkin, S. A systematic review of the effectiveness of empathy education for undergraduate nursing students. Nurse Educ. Today 2019, 75, 80–94. [Google Scholar] [CrossRef] [Green Version]
- INACSL Standards Committee. INACSL standards of best practice: SimulationSM Simulation design. Clin. Simul. Nurs. 2016, 12, 5–12. [Google Scholar] [CrossRef] [Green Version]
- INACSL Standards Committee. INACSL standards of best practice: SimulationSM Facilitation. Clin. Simul. Nurs. 2016, 12, 16–20. [Google Scholar] [CrossRef] [Green Version]
- INACSL Standards Committee. INACSL standards of best practice: SimulationSM Simulation glossary. Clin. Simul. Nurs. 2016, 12, 39–47. [Google Scholar] [CrossRef]
- INACSL Standards Committee. INACSL standards of best practice: SimulationSM Debriefing. Clin. Simul. Nurs. 2016, 12, 21–25. [Google Scholar] [CrossRef] [Green Version]
- Lewis, K.L.; Bohnert, C.A.; Gammon, W.L.; Hölzer, H.; Lyman, L.; Smith, C.; Thompson, T.M.; Wallace, A.; Gliva-McConvey, G. The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP). Adv. Simul. 2017, 2, 1–8. [Google Scholar] [CrossRef]
- McDonald, R.P. Test Theory: A Unified Approach; Lawrence Erlbaum Associates: Mahwah, NJ, USA, 1999. [Google Scholar]
- Coolican, H. Research Methods and Statistics in Psychology, 5th ed.; Hodder Education Group: London, UK, 2009. [Google Scholar]
- World Medical Association. World Medical Association Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. JAMA 2013, 310, 2191–2194. [Google Scholar] [CrossRef] [Green Version]
- Li, J.; Li, X.; Gu, L.; Zhang, R.; Zhao, R.; Cai, Q.; Lu, Y.; Wang, H.; Meng, Q.; Wei, H. Effects of simulation-based deliberate practice on nursing students’ communication, empathy, and self-efficacy. J. Nurs. Educ. 2019, 58, 681–689. [Google Scholar] [CrossRef] [PubMed]
- Ward, J. The empathy enigma: Does it still exist? Comparison of empathy using students and standardized actors. Nurse Educ. 2016, 41, 134–138. [Google Scholar] [CrossRef]
- Hojat, M.; Louis, D.Z.; Maio, V.; Gonnella, J.S. Empathy and health care quality. Am. J. Med. Qual. 2013, 28, 6–7. [Google Scholar] [CrossRef]
- Trzeciak, S.; Roberts, B.W.; Mazzarelli, A.J. Compassionomics: Hypothesis and experimental approach. Med. Hypotheses 2017, 107, 92–97. [Google Scholar] [CrossRef]
- Bas-Sarmiento, P.; Fernández-Gutiérrez, M.; Baena-Baños, M.; Romero-Sánchez, J.M. Efficacy of empathy training in nursing students: A quasi-experimental study. Nurse Educ. Today 2017, 59, 59–65. [Google Scholar] [CrossRef]
- Strekalova, Y.A.; Krieger, J.L.; Kleinheksel, A.J.; Kotranza, A. Empathic communication in virtual education for nursing students: I’m sorry to hear that. Nurse Educ. 2017, 42, 18–22. [Google Scholar] [CrossRef] [Green Version]
- Bandura, A. Self-Efficacy: The Exercise of Control; W.H. Freeman and Company: New York, NY, USA, 1997. [Google Scholar]
- Orgambídez, A.; Borrego, Y.; Vázquez-Aguado, O. Self-efficacy and organizational commitment among Spanish nurses: The role of work engagement. Int. Nurs. Rev. 2019, 66, 381–388. [Google Scholar] [CrossRef] [PubMed]
- Foronda, C.; Liu, S.; Bauman, E.B. Evaluation of simulation in undergraduate nurse education: An integrative review. Clin. Simul. Nurs. 2013, 9, e409–e416. [Google Scholar] [CrossRef]
- Franklin, A.E.; Lee, C.S. Effectiveness of simulation for improvement in self-efficacy among novice nurses: A meta-analysis. J. Nurs. Educ. 2014, 53, 607–614. [Google Scholar] [CrossRef] [PubMed]
- Oh, P.J.; Jeon, K.D.; Koh, M.S. The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis. Nurse Educ. Today 2015, 35, e6–e15. [Google Scholar] [CrossRef]
- Pérez-Fuentes, M.C.; Molero, M.M.; Gázquez, J.J.; Simón, M.M. Analysis of Burnout Predictors in Nursing: Risk and Protective Psychological Factors. Eur. J. Psychol. Appl. Leg. Context 2019, 11, 33–40. [Google Scholar] [CrossRef] [Green Version]
- Bracq, M.S.; Michinov, E.; Jannin, P. Virtual Reality Simulation in Nontechnical Skills Training for Healthcare Professionals: A Systematic Review. Simul. Healthc. 2019, 14, 188–194. [Google Scholar] [CrossRef]
Items and Subscales of HUMAS | Pre-Test | Post-Test | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
Min 1 | Max 2 | M 3 | SD 4 | ω | Min 1 | Max 2 | M 3 | SD 4 | ω | |
Subscale 1—Optimism | 4.00 | 15.00 | 11.28 | 2.17 | 0.81 | 6.00 | 15.00 | 11.66 | 2.32 | 0.87 |
1. I await the future enthusiastically. | 2.00 | 5.00 | 4.13 | 0.87 | 2.00 | 5.00 | 4.23 | 0.90 | ||
2. In general, I am satisfied with myself. | 1.00 | 5.00 | 3.61 | 0.90 | 2.00 | 5.00 | 3.75 | 0.85 | ||
3. When faced with problems, I trust that everything will come out all right in the end. | 1.00 | 5.00 | 3.53 | 0.79 | 2.00 | 5.00 | 3.68 | 0.85 | ||
Subscale 2—Sociability | 10.00 | 15.00 | 14.40 | 1.15 | 0.79 | 11.00 | 15.00 | 14.50 | 1.03 | 0.87 |
4. In the future, when I care for patients, I will try to put myself in their place. | 3.00 | 5.00 | 4.70 | 0.53 | 3.00 | 5.00 | 4.78 | 0.45 | ||
5. When I start my professional career, I will give the patients or their families close, personal attention, if they need it. | 3.00 | 5.00 | 4.85 | 0.40 | 4.00 | 5.00 | 4.86 | 0.34 | ||
6. I will try to calm down patients and families, as I consider it an important part of caregiving. | 3.00 | 5.00 | 4.85 | 0.44 | 4.00 | 5.00 | 4.85 | 0.36 | ||
Subscale 3—Emotional understanding | 6.00 | 15.00 | 10.50 | 2.07 | 0.77 | 6.00 | 15.00 | 11.23 | 2.09 | 0.70 |
7. When someone disrespects me, I try to understand their reasons and continue to treat that person respectfully. | 2.00 | 5.00 | 3.71 | 0.78 | 1.00 | 5.00 | 3.93 | 0.86 | ||
8. When I don’t like someone, I try to understand them and give them a chance for me to get to know them. | 2.00 | 5.00 | 3.55 | 0.89 | 2.00 | 5.00 | 3.70 | 0.83 | ||
9. When someone goes against me, I tend to analyze the situation to try and justify their behavior rationally. | 1.00 | 5.00 | 3.23 | 0.89 | 1.00 | 5.00 | 3.60 | 0.96 | ||
Subscale 4—Self-efficacy | 5.00 | 24.00 | 17.75 | 2.97 | 0.81 | 11.00 | 25.00 | 19.13 | 2.57 | 0.79 |
10. I am able to differentiate the changes in mood in others and try to act consequently. | 1.00 | 5.00 | 3.48 | 0.72 | 1.00 | 5.00 | 3.78 | 0.76 | ||
11. I am satisfied with what I do and how I do it in my clinical practices. | 1.00 | 5.00 | 3.80 | 0.75 | 2.00 | 5.00 | 4.01 | 0.59 | ||
12. I am able to differentiate my own moods and act consequently. | 1.00 | 5.00 | 3.71 | 0.86 | 1.00 | 5.00 | 3.88 | 0.73 | ||
13. I think I will be prepared to cope successfully with any situation in my clinical practices. | 1.00 | 5.00 | 3.15 | 0.79 | 2.00 | 5.00 | 3.53 | 0.72 | ||
14. I feel that I will have a great capacity for perceiving when a patient is nor receiving adequate care. | 1.00 | 5.00 | 3.60 | 0.80 | 1.00 | 5.00 | 3.91 | 0.67 | ||
Subscale 5—Affection | 5.00 | 25.00 | 13.10 | 3.48 | 0.86 | 5.00 | 25.00 | 12.81 | 4.18 | 0.89 |
15. When I am performing my clinical practices or I plan perform in my future career, I usually feel anxiety. | 1.00 | 5.00 | 3.33 | 0.79 | 1.00 | 5.00 | 3.31 | 0.93 | ||
16. I feel nervous when I think about caring for patients during my clinical practices. | 1.00 | 5.00 | 2.85 | 0.98 | 1.00 | 5.00 | 3.21 | 0.97 | ||
17. When in my clinical practices I perform or I think about performing clinical activities related to my future career, sometimes I feel afraid. | 1.00 | 5.00 | 3.06 | 0.80 | 1.00 | 5.00 | 3.18 | 0.91 | ||
18. When in my clinical practices I perform or I think about performing clinical activities related to my future career, there are situations in which I feel guilty. | 1.00 | 5.00 | 3.98 | 0.81 | 1.00 | 5.00 | 3.83 | 1.07 | ||
19. I feel affected when I am performing my clinical practices or I think about caring patients, | 1.00 | 5.00 | 3.66 | 0.89 | 1.00 | 5.00 | 3.63 | 1.08 | ||
Total score | 36.00 | 89.00 | 70.83 | 8.66 | 0.89 | 53.00 | 95.00 | 73.71 | 8.07 | 0.86 |
Humanization Dimensions | z | p |
---|---|---|
Optimism | −1.68 | 0.091 |
Sociability | −0.61 | 0.540 |
Emotional understanding | −3.16 1 | 0.002 |
Self-efficacy | −4.39 2 | 0.000 |
Affection | −0.98 | 0.324 |
Total score | −3.28 1 | 0.001 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Jiménez-Rodríguez, D.; Pérez-Heredia, M.; Molero Jurado, M.d.M.; Pérez-Fuentes, M.d.C.; Arrogante, O. Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations. Healthcare 2022, 10, 37. https://doi.org/10.3390/healthcare10010037
Jiménez-Rodríguez D, Pérez-Heredia M, Molero Jurado MdM, Pérez-Fuentes MdC, Arrogante O. Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations. Healthcare. 2022; 10(1):37. https://doi.org/10.3390/healthcare10010037
Chicago/Turabian StyleJiménez-Rodríguez, Diana, Mercedes Pérez-Heredia, María del Mar Molero Jurado, María del Carmen Pérez-Fuentes, and Oscar Arrogante. 2022. "Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations" Healthcare 10, no. 1: 37. https://doi.org/10.3390/healthcare10010037
APA StyleJiménez-Rodríguez, D., Pérez-Heredia, M., Molero Jurado, M. d. M., Pérez-Fuentes, M. d. C., & Arrogante, O. (2022). Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations. Healthcare, 10(1), 37. https://doi.org/10.3390/healthcare10010037