Uzelli Yılmaz Derya, Last Nicole, Harvey Janice, Norman Leigh, Monteiro Sandra, Sibbald Matthew
Department of Fundamentals of Nursing, Izmir Katip Celebi University, Izmir, TUR.
Centre for Simulation-Based Learning, McMaster University, Hamilton, CAN.
Cureus. 2022 Jan 7;14(1):e21022. doi: 10.7759/cureus.21022. eCollection 2022 Jan.
Background An important aspect of developing and maintaining a high-quality standardized patient (SP) program is incorporating quality assurance processes. Trainer and instructor feedbacks are considered critical in achieving these goals. The aim of this study is to determine programmatic and systematic issues in the scope of quality assurance and improvement through trainer and instructor feedback on SP performance. We also presented a logic model based on a synthesis of the current literature to ensure the development and maintenance of a quality management culture in the SP program. Methods A retrospective analysis of SP scoring was conducted, and written feedback forms completed by trainers and instructors in a large Canadian university's SP program were collected. The previous six years (2014-2020) of SP feedback forms in the scope of quality assurance were reviewed and analyzed. Descriptive statistics were utilized to analyze the ratings. Thematic analysis was conducted on the data gathered from the written feedback. Results A total of 138 feedback forms were reviewed and analyzed in the study. The mean ratings given by the trainers for feedback and professionalism were 4.27 ± 1.29 and 4.77 ± 0.8, respectively. The mean ratings given by the instructors for knowledge of case information, appropriate responses, and affect were 4.84 ± 0.64, 4.86 ± 0.35, and 4.71 ± 0.76, respectively (from a range of 1 to 5). Four key themes emerged from the written feedback: nonverbal behaviors in simulation activity or feedback sessions, providing feedback from the patient perspective, consistency between role portrayal and scenario, and adapting easily to changing situations. Conclusions Component scoring on SP performance did not discriminate individual issues, but the qualitative comments identified certain specific issues. Further research is needed to establish standards of continuous quality improvement (CQI) within an SP program.
制定和维持高质量标准化病人（SP）项目的一个重要方面是纳入质量保证流程。培训师和教员的反馈被认为对实现这些目标至关重要。本研究的目的是通过培训师和教员对SP表现的反馈来确定质量保证和改进范围内的项目和系统问题。我们还基于当前文献的综合提出了一个逻辑模型，以确保在SP项目中发展和维持质量管理文化。方法：对SP评分进行回顾性分析，并收集加拿大一所大型大学SP项目中培训师和教员填写的书面反馈表。对质量保证范围内过去六年（2014 - 2020年）的SP反馈表进行了审查和分析。使用描述性统计分析评分。对从书面反馈中收集的数据进行了主题分析。结果：本研究共审查和分析了138份反馈表。培训师对反馈和专业素养给出的平均评分分别为4.27 ± 1.29和4.77 ± 0.8。教员对病例信息知识、恰当反应和情感的平均评分分别为4.84 ± 0.64、4.86 ± 0.35和4.71 ± 0.76（评分范围为1至5）。书面反馈中出现了四个关键主题：模拟活动或反馈环节中的非语言行为、从患者角度提供反馈、角色塑造与场景的一致性以及轻松适应变化的情况。结论：对SP表现的分项评分未能区分个别问题，但定性评论确定了某些具体问题。需要进一步研究以建立SP项目内持续质量改进（CQI）的标准。
