International Journal of Healthcare Simulation

Background:

Simulation-based education is frequently used to develop empathic behaviours in medical and nursing students [1] however to our knowledge, there is no previous literature that develops such behaviours by allowing students to adopt the role of simulated patient as they are admitted acutely to hospital. The aim of our project was to explore changes in empathy, compassion, and communication styles by asking students to adopt the role of the simulated patient during the undergraduate multidisciplinary simulation.

Methods:

Undergraduate final and penultimate year medical and nursing students who were undertaking their emergency medicine rotations were asked to participate. The simulation was delivered every 5 weeks, with one student adopting the role of the patient during the scenario. Two other students involved in the scenario adopted the role of the nurse and physician respectively. Data was collected via questionnaires and focus groups which were conducted immediately following the simulation. Questionnaires asked students to rank their agreement to several statements relating to improvements in empathy, compassion, and communication skills using a 1–5 ranking system, with 1 strongly disagreeing and 5 strongly agreeing. Focus groups were used to explore student opinions with the data transcribed and analysed into themes.

Results:

61 undergraduate students have participated thus far. 95% of participants agreed that adopting the role of patient provided them with a greater insight into the patient journey through the emergency department. 91% of participants agreed that they felt more empathy towards patients admitted acutely to hospital. Analysis of qualitative data shows improved empathy, compassion, teamwork, and communication with patients and colleagues within the multidisciplinary team. Students also developed a greater insight into how the unfamiliar hospital environment, lack of visitors, and COVID-19 precautions can negatively impact the patient’s journey. Finally, all students commented on how this simulation will positively influence their future practice.

Conclusion:

Providing students with the opportunity to adopt the patient’s role has been shown to positively influence their empathy, compassion, teamwork, and communication skills. Future work will focus on whether these changes have been sustained and incorporated into clinical practice.

Reference

1. Karvelytė M, Rogers J, Gormley GJ. ‘Walking in the shoes of our patients’: a scoping review of healthcare professionals learning from the simulation of patient illness experiences. Advances in Simulation. 2021;6(1):1–11.