Simulated Persons

This project explored embedding simulated person (SP) methodology aligned with gender identity, discrimination and human rights. Strategies such as recognizing a human rights issues, demonstrating active listening, and communicating empathy were brought to life during these in-class simulations. This project provided opportunities for students to process their reactions and practice in a guided environment.

Funded By:

Opportunity Grant – Social Sciences & Humanities Research Council, 2017

Combined with the changing curriculum needs in nursing education today, a core course in the undergraduate program of an Ontario university was designed through implementation of a flipped-classroom format; experiential teaching/learning approaches were integrated to provide a greater opportunity for application of clinical judgment. The flipped-classroom format included prerecorded lecture modules, online forums and quizzes, unfolding-case studies, a classroom student-response system, and lab activities. Outcomes and recommendations are provided on the basis of this implementation.

Funded By:

Academic Innovation Fund, York University, 2016

The pilot study explores the experiences of athletic therapy learners to SP methodology as it relates to their transition to practice; and is guided by the central research question: Do simulated persons offer a more realistic patient experience for students in a clinical scenario evaluation setting, as measured by their ability to conduct and complete an orthopaedic physical exam?  Understanding the answers to this question is fundamental to both educators and in fostering student success; particularly in the area of developing communication and interpersonal and interprofessional skills, which are essential to human encounters and its application to teaching learning milieus. Findings provided recommendations to allow the facilitation and understanding of critical competencies including communication and interpersonal skills, conflict and leadership skills and physical examination and interviewing skills which are empirically linked to effective performance in athletic therapy education and practice.

Funded By:

Teaching Learning Development Grant – York University Faculty Association, 2016

This multiphase project explores Simulated Person (SP) methodology as a means of enhancing and fostering the student-learning experience with the goal is to create a pedagogical environment that facilitates students’ critical thinking and self-reflection and prepares graduates to practice in complex and dynamic workplace environments. A pedagogical framework that promotes active learning and embraces experiential-education and transformative-learning practices informs this initiative.  This project contributes to the systemic development of building a more engaged university by enhancing academic quality, student success and engagement given its collaborative and interdisciplinary approach by developing workshops to educate faculty to work with and effectively utilize Simulated Persons (SPs) as pedagogical tools for teaching undergraduate learners.  

FUNDED BY:

Academic Innovation Fund Category I – York University, 2017

This project led to the development of the Simulated Person Methodology (SPM) program, a pan-universityinitiative now supported by the York University Office of the Associate Vice-President Teaching and Learning, the Experiential Education Hub and the Teaching Commons. This university-wide initiative provides a unique, interactive learning experience—in the form of a workshop—for educators who are interested in using SPs in the classroom. Simply put, an SP is a person trained to portray a specific role in educational case scenarios. The workshop component of this initiative teaches faculty the principles of simulation and experiential learning, role writing, debriefing, and simulation facilitation. Faculty members can create a role for use in the classroom and work closely with trained simulators to refine these roles to meet curriculum and learning objectives; as well, they have an opportunity to facilitate simulated practice encounters, during which they receive coaching.  

The research associated with this initiative has led to an innovative SP model to disseminate SPM within higher education to reach disciplines beyond health. The model includes workshops for faculty and the development of a 3-credit course “Reflective Practice Through Simulation” and has been published about in two international journals. The advantages of this model are myriad: The workshop trains educators from across disciplines in devising simulation scenarios and extending them into their classes, potentially expanding the use of simulation into disciplines where it is not used or is underemployed. This is noteworthy, as the high costs of simulation traditionally have dissuaded its use in undergraduate classrooms beyond the health disciplines.

FUNDED BY:

Academic Innovation Fund Category I – York University, 2016

This pilot study explores the experiences of undergraduate nursing students using standardized patient (SP) methodology as a form of experiential education in their transition to practice.  Given that the nature of nurses’ work takes place in diverse and complex care settings, the use and application of SP Methodology is essential in the transition to practice.  Gaining both evidence and understanding of how this form of pedagogical methodology benefits nurse educators and students are a motivating factor. In this study the use of SP simulation functions as a learning tool by providing participants with a realistic clinical environment that explores the character and personality they are interacting with. This exposes participants to be both actively involved in self-assessment and obtain sustainable formative feedback. Findings have facilitated an understanding of critical emotional competencies including communication and interpersonal skills, conflict and leadership skills and physical examination and interviewing skills which are empirically linked to effective performance in nursing education and practice.

FUNDED BY:

Faculty of Health Minor Research Grant – York University, 2015