- Journal of Nursing Education
- June 2012 - Volume 51 · Issue 6: 334-342
This study investigated the use of live simulation using simulated patients portraying people with intellectual disabilities. The study sample consisted of 173 health students. Using the simulation framework of Jeffries, students worked in groups of three; each student participated in at least one interaction with a simulated patient while the facilitator and other students in the group provided peer reflections. Students were given a specific task to complete with the patient simulator (e.g., obtaining a blood pressure reading). Student self-confidence and satisfaction with the simulation was measured using a questionnaire followed by students’ personal reflections and focus group feedback. Results indicate that students highly valued the simulation and thought it positively influenced direct care to patients with learning disabilities.
Ms. O’Boyle-Duggan is Senior Lecturer, LD Field Lead – Dip HE and BSc (Hons) Nursing, Department of Learning Disability and Mental Health Nursing, Ms. Grech is Senior Lecturer, Department of Child Health, and Ms. Brandt is Programme Director, Operating Department Practice, Birmingham City University, Birmingham, England.
The authors have disclosed no potential conflicts of interest, financial or otherwise.
Address correspondence to Marie O’Boyle-Duggan, RNLD, RNMH, MA, Senior Lecturer, LD Field Lead – Dip HE and BSc (Hons) Nursing, Department of Learning Disability and Mental Health Nursing, Birmingham City University, City South Campus, 223 Bevan House, Westbourne Road, Edgbaston, Birmingham, England, B15 3TN; e-mail: .Marie.O'Boyle@bcu.ac.ak