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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.
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.
Area of Science:
- Medical Education
- Health Professions Education
- Patient Education
Background:
- Simulation is underutilized in skill development for chronic disease management.
- Therapeutic patient education (TPE) aims to empower patients with self-care skills.
- Integrating simulation into TPE can potentially improve patient outcomes.
Purpose of the Study:
- To develop evidence-based recommendations for using simulation in therapeutic patient education (S-TPE).
- To establish a framework for the experimental application of S-TPE.
Main Methods:
- Expert consensus was reached through a three-round Delphi method involving patients, caregivers, TPE specialists, and simulation experts.
- Recommendations were refined through literature review and assessed using GRADE criteria.
- A consensus conference finalized the recommendations for S-TPE.
Main Results:
- Twenty-six specific recommendations for S-TPE were identified by experts.
- Examples of skill development across various diseases were provided.
- Adaptation of simulation conditions (environment, equipment, timing) to patient needs is crucial.
- Ethical considerations in S-TPE require careful attention.
Conclusions:
- Simulation offers significant added value to therapeutic patient education.
- The recommendations provide a practical guide for implementing S-TPE.
- Further research on the feasibility and acceptability of S-TPE is warranted.
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