Consensus Recommendations for the Use of Simulation in Therapeutic Patient Education

Christelle Penneçot1, Remi Gagnayre, Christine Ammirati

  • 1From the University of Bourgogne-Franche Comté (C.P., M.B.), CHU Dijon Bourgogne, Institute of Nursing Education; CHU Dijon Bourgogne, CIC INSERM (C.P., D.B.-B., M.B.), Dijon; Health Education and Practices Laboratory (R.G., M.G., O.G., D.P.B., C.M.), EA 3412, University Paris 13 Sorbonne Paris Cité, Bobigny; Health Simulation Center SimUSanté (C.A., M.G.), CHU, Amiens; Robert Debré Hospital (E.B.), CHU, Reims; Transversal Unit of Patient Therapeutic Education (UTEP) (D.C., G.V.), CHU, University of Bourgogne-Franche-Comté, Dijon; Clinical Psychiatry Department (E.C.), Hospital of Novillars, Novillars, France; Pedagogy and Continuing Professional Development (G.C.), Laval University, Quebec City, Canada; Pediatric Cystic Fibrosis Centre (V.D.), Mother and Child Hospital, Nantes; Transversal Unit of Therapeutic Patient Education (UTEP) (X.D.L.T.), CHU Montpellier; IREPS (Regional Body for Education and Health Promotion) Haute Normandie (B.D.), Rouen; INSERM U1171 (P.D.), Department of Clinical Neurophysiology, CHU Lille; CRP-CPO (M.G.), EA 7273, University of Picardie Jules Verne, Amiens; Transversal Unit of Patient Therapeutic Education (UTEP) (C.G.), CHU Nantes; French Hemophilia Association (AFH) (A.L.), Paris; Patients Knowledge, Institute for the Promotion of Patients and Caregivers Partners in Health of Occitanie (P.L.), Occitanie; Pediatric Diabetes, Pediatric Ward, CHU Toulouse (C.L.), Toulouse; CHEM - College of Advanced Studies in Medicine (C.M.), Brest; French Association of Diabetics (AFD 34) (R.M.), Hérault, France; Department of Public Health (B.P.), University of Liège, Liège, Belgium; Interprofessional Simulation Centre (P.P.), Geneva University of Health Sciences, Geneva, Switzerland; CEnSIM Healthcare Simulation Center (T.S.), Metropole Savoie Hospital, Chambéry; Laboratory of Research on Acquisition in Context (LaRAC) (T.S.), Univ. Grenoble Alpes, Grenoble, France; Patient Prevention and Education Center - Therapeutic Education Department (M.V.d.S.-E.), CH, Soissons, France; Center of Expertise in Therapeutic Patient Education in Lorraine (J.V.), CHR of Metz-Thionville, Metz, France; University of Bourgogne-Franche Comté (M.B.), UFR Sciences Santé, Dijon, France; and (Y.M.) is not affiliated with any institution.

Summary

Simulation in therapeutic patient education (S-TPE) can enhance chronic disease self-management skills. This study provides 26 expert-backed recommendations for effectively integrating simulation into patient education programs.

Related Concept Videos

Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
333
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
10.7K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
2.4K
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
7.1K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
2.2K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
1.9K