Effects on Clinical Practice of the Introduction of Simulated Patients to a Basic Course for Nursing

2004 Fiscal Year Final Research Report Summary

• Project/Area Number: 15592249
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Single-year Grants
• Section: 一般
• Research Field: Fundamental nursing
• Research Institution: Kurume University
• Principal Investigator: KAETSU Mie Kurume University, Graduate School of Medicine, assistant, 医学部, 助手 (80330869)
• Co-Investigator(Kenkyū-buntansha): IINO Yasuyo Kurume University, Graduate School of Medicine, assistant, 医学部, 助手 (50368966) ; MORIMOTO Kimiko Kurume University, Graduate School of Medicine, associate professor, 医学部, 助教授 (80268953) ; TSUJI Toshiko Kurume University, Graduate School of Medicine, lecturer, 医学部, 講師 (50320247) ; FUCHIKAMI Teruko Kurume University, Graduate School of Medicine, assistant, 医学部, 助手 (70309855) ; KAWAI Chieko Kurume University, Graduate School of Medicine, professor emeritus, 医学部, 名誉教授 (80091114)
• Project Period (FY): 2003 – 2004
• Keywords: simulated patient / nursing education / clinical practice

Research Abstract

[Purpose]Clarifying effects on clinical practice in introducing Simulated Patients(SP) to nursing programs. [Subject]Five 2004 K Nursing University sophomores, who agreed with this study. [Method]Using qualitative reductive method, we let subjects freely talk based on interviewing guide concerning the effects on clinical practice experiences of the introduction of SP. Talks were recorded on agreement, put in a verbatim record, encoded meaningfully, and furthermore put into categories. From making of the guide to the record's structuring, the procedure was supervised to secure reliability and validity of analytical contents. [Result]The students' talks were classified into these seven categories : "SP introduction helped me experience realistic clinical practice," "Information attained beforehand let me imagine the patient," "I imagined myself at the site of seeing a patient through the training with SP," "I actually saw a :patient with an image attained through the training with SP fee ling I was accepted," "I did my best in considering the patient as much as possible," "I found out the patient's best care after repeating implement, failure, and correction," and "I could face the real patient through the clinical practice," which were structured according to the passage of time and the contents of learning. [Consideration]The students could construct relationship with assigned patients they met for the first time smoothly, from which it can be said that they were led to the most appropriate treatment matching patient's feeling and situation and to an understanding of the patient's real nature. Contemporary youths are generally seen to be not good at dealing with interpersonal relationship, but it turned out the students could build relationship with patients from the beginning, from which it can be concluded that the SP introduction was effectively influencing. Furthermore, a patient's care could also be deeper by enabling a caretaker to construct an interpersonal relationship with him/her.