Development of Simulation- Based Learning with Standardized Patient Model to Promote Knowledge, Perceived Self-Confidence and Therapeutic of Communication Skill

Abstract

          The purpose of this research was to construct a simulation-based learning with a standardized patient model to enhance knowledge, perceived self-confidence, and therapeutic communication skills. 1) To design and create simulation-based learning with a model of a standardized patient 2) To assess the efficacy of simulation-based learning using standardized patients. The development procedure consisted of four steps: Step 1: Analyze the situations, Step 2: Design simulation-based learning with a standard patient model, Step 3: Conduct a pilot study of simulation-based learning with a standard patient model, and Step 4: Evaluate the learning model. This study's participants were nursing students from Boromarajonanicollege of nursing, Suphanburi. This project utilized purposive sampling method, and two groups of nursing students were sampled. In group one, thirty nursing students were used in a pilot study, and seventy-five third-year nursing students were evaluated for knowledge attainment, perceived self-confidence, and therapeutic communication skill. In a four-step process, three experts evaluated the instruments using a content-analysis methodology. The values for content validity are 0.80 to 0.96, while the Cronbach's alpha coefficient ranges from 0.75 to 0.97. Utilizing a paired t-test, the difference in assessment scores before and after using the model was evaluated.

           This study demonstrates that there are six components of simulation-based learning using a standardized patient model that boost knowledge, increase perceived self-confidence, and develop therapeutic communication skills. (1) The learning outcome must include knowledge, perceived self-confidence, and therapeutic communication skills. (2) Content is precise on therapeutic communication; (3) Scenarios include a number of Situations; (4) Simulation-based learning method is thorough; and (5) students' reflection guidelines are clear and empowering (6) Individual evaluation was objective, and nursing students scored higher on The confidence and therapeutic communication competence between the pre- and post-tests, with a 0.05 level of statistical significance.