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Benefits of Simulation and Role-Playing to Teach Performance of Functional Assessments
Mary Ellen Trail Ross1, Dorothy A Otto, Anne Stewart Helton
1About the Authors Mary Ellen Trail Ross, DrPH, MSN, RN, GCNS-BC, is an associate professor of clinical nursing, The University of Texas Health Science Center at Houston School of Nursing, Houston. Dorothy A. Otto, EdD, MSN, RN, ANEF, is an associate professor, emerita, The University of Texas Health Science Center at Houston School of Nursing. Anne Stewart Helton, MS, RN, is adjunct clinical faculty, The University of Texas Health Science Center at Houston School of Nursing. The authors acknowledge Dr. Elda Ramirez for contributing the case scenarios. For more information, contact Dr. Ross at Mary.E.Ross@uth.tmc.edu.
Abstract:
The use of simulation is an innovative teaching strategy that has proven to be valuable in nursing education. This article describes the benefits of a simulation lab involving faculty role-play to teach baccalaureate nursing students how to properly assess the functional status of older adults. Details about the simulation lab, which involved functional assessments of two elderly community-dwelling residents, are presented, along with student and faculty evaluations of this teaching modality.
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