Research Article

P3‐275: USING A STANDARDIZED PATIENT EXPERIENCE TO TEACH COMMUNICATION SKILLS IN DEMENTIA CARE

Published: 2014-7

Journal: Alzheimer's & Dementia

DOI: 10.1016/j.jalz.2014.05.1367

Abstract

Click on the article title to read more. ### Alzheimer’s & Dementia Volume 10, Issue 4 S_Part_20 p. P732-P732 **Saturday, July 12, 2014** Alzheimer’s Imaging Consortium (IC): IC-02: Preclinical Alzheimer’s Disease and Biomarkers Open Access **P3-275: USING A STANDARDIZED PATIENT EXPERIENCE TO TEACH COMMUNICATION SKILLS IN DEMENTIA CARE** **Authors:** Mary Christine DiBartolo, mcdibartolo@salisbury.edu Salisbury University/Copper Ridge Institute, Salisbury, Maryland, United States Debra A. Webster, Salisbury University, Salisbury, Maryland, United States **First published:** 01 July 2014 [https://doi.org/10.1016/j.jalz.2014.05.1367](https://doi.org/10.1016/j.jalz.2014.05.1367) ### Project Description: With the aging of the U.S. population and unprecedented rise in the number of persons with Alzheimer’s disease expected in the next few decades, it is incumbent upon nurse educators to better prepare nurses and other professional caregivers in appropriate dementia care, including the modified communication skills required. While standardized patient experiences (SPE) have been used widely in the educational setting when teaching about a variety of other psychiatric diagnoses, they have been used much less commonly in scenarios addressing Alzheimer’s disease and related dementias. Using the University’s medical simulation center, nursing faculty developed an innovative learning activity for baccalaureate nursing students utilizing standardized patients with dementia. Students participated in an extended interaction involving multiple trained actors. One portrayed an individual with dementia, another was the individual’s spouse, and the third was the couple’s adult child. Standardized patient interactions were videotaped for subsequent playback and critique by students and faculty. Structured debriefing sessions were held after the interaction to further discuss any questions or concerns regarding the experience, as well as to expand upon the complexity of care-related and family issues relevant to dementia caregiving. As part of this pilot project, student participants were also asked to provide constructive feedback about the overall learning experience so as to identify strengths and areas for improvement for subsequent implementation. Student feedback was extremely positive about the value of this engaging learning activity. They noted that this exercise not only reinforced essential communication strategies needed to interact successfully with the person with dementia, but it also underscored specific interaction skills that are helpful when working with family caregivers. It is hoped that this learning activity can be modified for subsequent use by other professional dementia caregivers at area hospitals and nursing care facilities as part of a collaborative effort to extend use of the medical simulation facility for community training purposes. Further testing and evaluation of creative teaching strategies that provide hands-on training in effective communication techniques with persons with dementia and their family caregivers is essential to address the ongoing demand for expert dementia care in the US and globally. ### Volume 10, Issue 4 S_Part_20 Alzheimer’s Association International Conference 2014 July 2014 Pages P732-P732 Related Information

Faculty Members

  • Mary Christine DiBartolo - Salisbury University/Copper Ridge Institute Salisbury Maryland United States
  • Debra A. Webster - Salisbury University Salisbury Maryland United States

Themes

  • Dementia care education
  • Adaptation of training for professional caregivers
  • Feedback and evaluation in educational practices
  • Innovative teaching methods in nursing
  • Addressing the growing demand for dementia care
  • Standardized patient experiences
  • Communication skills in healthcare

Categories

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