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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.
Introduction:
Simulation is rarely used to help individuals with chronic diseases develop skills. The aim of the study was to provide recommendations for the use of simulation in therapeutic patient education (S-TPE).
Methods:
Expert consensus was achieved with the participation of the following 3 groups of experts: (a) expert patients and caregivers; (b) health professionals specialized in therapeutic patient education (TPE); and (c) simulation experts. Each expert received a list of questions by e-mail in 3 iterations. The synthesis of the 2 first questionnaires resulted in 34 first recommendations voted during the consensus conference meeting. Each recommendation was subject to an extensive literature review. The quality of the evidence and the strength of the recommendations were assessed through the evaluation, development, and evaluation criteria categories (GRADE criteria). The third questionnaire selected and illustrated recommendations more specific to the use of S-TPE.
Results:
At the end of the process, the experts identified 26 recommendations specific to the use of S-TPE. They proposed examples of skills in different diseases and stressed the importance of adapting the conditions of use (location, equipment, time of the care) to the circumstances of the patient learner and skills to be developed. Experts should exercise great caution as this technique presents ethical considerations related to patient care.
Conclusions:
These recommendations underline the fact that simulation could bring added value to TPE. They provide a framework and examples for the experimental use of simulation in TPE. Research into feasibility and acceptability is needed.
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