Clinical Nursing and Practice

Evidence of physiological harm and personal mental health risks can occur for students and voluntary/paid people during simulation encounters when participating in, or assuming simulated or standardised patient roles. However, what is not often considered is what influences healthcare educators who assume simulated patient roles for the purpose of learning and teaching. 

 

This study questioned ‘What influences healthcare educators’ experiences of assuming simulated patient roles’ by aiming to construct a substantive theory guided by constructivitist grounded theory methodology to answer this. 

 

The results provided evidence that educators’ experiences are influenced by a professional and personal responsibility to students’ learning, the simulation modalities used, and an internal conflict (student learning needs verse personal need). These influences suggest coexisting altruistically (self-sacrifice) and egoistcally (satisfaction).   

 

The availability of the results from this study potentially will guide the development of simulation policies, guidelines, and health professional curricula. These actions hypothetically will contribute to safety for educators, and their students alongside the continued longevity of simulation in health professional education.

 

This presentation offers thought provoking consideration of educator safety when assuming simulated patient roles. Above all, it is the person who assumed the role who experienced the suffering, not the patient they personated.