Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students
Abstract Background and Aims Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this ps...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2023-05-01
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| Series: | Health Science Reports |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/hsr2.1237 |
| _version_ | 1797816721034182656 |
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| author | Bryan Burford Paul Grieg Mike Kelleher Clair Merriman Alan Platt Elize Richards Neil Davidson Gill Vance |
| author_facet | Bryan Burford Paul Grieg Mike Kelleher Clair Merriman Alan Platt Elize Richards Neil Davidson Gill Vance |
| author_sort | Bryan Burford |
| collection | DOAJ |
| description | Abstract Background and Aims Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students. Methods Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants' own and other professional groups. Thematic analysis was carried out on transcripts. Results The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care. Conclusion Recognizing “psychological fidelity” as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation. |
| first_indexed | 2024-03-13T08:41:52Z |
| format | Article |
| id | doaj.art-3e1dc1f24b764070873c86fae222a4cc |
| institution | Directory Open Access Journal |
| issn | 2398-8835 |
| language | English |
| last_indexed | 2024-03-13T08:41:52Z |
| publishDate | 2023-05-01 |
| publisher | Wiley |
| record_format | Article |
| series | Health Science Reports |
| spelling | doaj.art-3e1dc1f24b764070873c86fae222a4cc2023-05-30T08:58:34ZengWileyHealth Science Reports2398-88352023-05-0165n/an/a10.1002/hsr2.1237Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing studentsBryan Burford0Paul Grieg1Mike Kelleher2Clair Merriman3Alan Platt4Elize Richards5Neil Davidson6Gill Vance7School of Medicine Newcastle University Newcastle upon Tyne UKNuffield Department of Clinical Neurosciences University of Oxford Oxford UKDepartment of Nursing, Midwifery & Health Northumbria University Newcastle upon Tyne UKOxford Institute of Nursing, Midwifery, and Allied Health Research Oxford Brookes University Oxford UKDepartment of Nursing, Midwifery & Health Northumbria University Newcastle upon Tyne UKMedical School University of Oxford Oxford UKSchool of Medicine Newcastle University Newcastle upon Tyne UKSchool of Medicine Newcastle University Newcastle upon Tyne UKAbstract Background and Aims Interprofessional simulation has the potential to enhance the perceived realism of clinical simulation in the education of different healthcare professionals. This study considers how the inclusion of more than one profession in clinical simulation contributes to this psychological fidelity, defined as the subjective perception of the realism of a simulation, and the cues identified by medical and nursing students. Methods Eight focus groups were carried out with 27 medical and 18 nursing students in Newcastle and Oxford, UK. These were carried out immediately after students' participation in simulation sessions consisting of three acute scenarios. Focus group discussions encompassed perceptions of the realism of the simulation and of participants' own and other professional groups. Thematic analysis was carried out on transcripts. Results The analysis identified features of psychological fidelity that were influenced by the interprofessional element of the simulation. These included overall impressions of realism, and the perceived roles and expectations of doctors and nurses within the simulation. In particular, the presence of the other professional group afforded a more authentic response. Other features varied with the viewpoint of the student groups, in particular the realism of the patient manikin, which held lower psychological fidelity for the nursing students, because it did not allow them to fulfill their perceived role of delivering holistic, relational care. Conclusion Recognizing “psychological fidelity” as a subjective response to simulation allows greater consideration of the limitations of fidelity as a designed or engineered property of a simulation. While interprofessional involvement directly enhances psychological fidelity in some ways, potential differences in the views of students from different professional groups should be considered when implementing interprofessional simulation.https://doi.org/10.1002/hsr2.1237health professions educationinterprofessional educationmedical educationpatient simulationsimulation fidelity |
| spellingShingle | Bryan Burford Paul Grieg Mike Kelleher Clair Merriman Alan Platt Elize Richards Neil Davidson Gill Vance Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students Health Science Reports health professions education interprofessional education medical education patient simulation simulation fidelity |
| title | Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students |
| title_full | Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students |
| title_fullStr | Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students |
| title_full_unstemmed | Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students |
| title_short | Interprofessional simulation as an enhancement of psychological fidelity: A focus group study of medical and nursing students |
| title_sort | interprofessional simulation as an enhancement of psychological fidelity a focus group study of medical and nursing students |
| topic | health professions education interprofessional education medical education patient simulation simulation fidelity |
| url | https://doi.org/10.1002/hsr2.1237 |
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