Simulated Persons

The purpose of this research program is to develop an augmented reality (AR) education experience (AREduX), a proof of concept prototype in the form of a digital resource that uses AR to simulate the physical and cognitive symptoms that PLWD experience. The AREduX will allow: end users to build an understanding of the mobility and sensory issues that come with dementia; and to explore how the medium impacts empathy levels among HCPs and caregivers of PLWD. Our objectives are three-fold: (a) to engage stakeholders (e.g. the caregivers and experienced HCPs) in the development of the AREduX prototype; (b) to evaluate the AREduX prototype usability through HCPs and caregivers feedback; and (c) to explore how the AREduX impacts levels of empathy among HCPs and caregivers of PLWD. The AREduX can be integrated into various education environments including; the professional development of HCPs; orientation and preparation prior to practicum experiences; and within academic curricula. Our work on the study of empathy has profound implications for understanding the lived experience of groups and populations. The AREduX will inform how to develop more targeted approaches for skill development and training to prevent negative outcomes for PLWD and their caregivers.

FUNDED BY:

Insight Grant – Social Sciences & Humanities Research Council, 2021

The purpose of this project is to design, facilitate and evaluate a new second year Bachelor of Social Work (BSW) course at Wilfrid Laurier University:Communication and Interviewing Skills. This course will embed the pedagogy of simulation-based learning to allow BSW students to prepare for their third-year practice courses and field placements. Students will actively learn about and practice their interviewing, communication, and assessment skills through simulation role plays, observation, and reflection. The objectives are to support students in developing their comfort and confidence with interviewing techniques, alliance building, and assessment processes in the context of direct social work practice with service users.

Students’ skills and learning will be evaluated through questionnaires administered before and after each simulation. Students will also be invited to reflect on their learning experiences and participate in focus groups at the end of the semester. The results of this study will inform revisions to the course, and knowledge will be shared with the university communities through workshops, presentations and publications.

FUNDED BY:

Laurier Instructional Development Project Grant, Wilfrid Laurier University, 2020

This project will provide students with a guided video of a virtual visit between a client and an NP. The video will be 15-20 minutes in length and focus on a common presenting health issue that is appropriate for management in the digital environment [using virtual simulated persons]. The resource will demonstrate initiating and developing a therapeutic relationship in the digital environment, describe the limitations of a virtual visit for the client, apply guidelines for determining appropriate clinical scenarios for a digital encounter. It will also demonstrate how to complete a comprehensive assessment virtually and demonstrate therapeutic interventions including health teaching and advice. the guided video illustrates how to conduct a therapeutic encounter that ensures client collaboration, communication and health teaching.

FUNDED BY:

Ontario Primary Health Care Nurse Practitioner Program, Council of Ontario University Programs in Nursing [COUPN], 2020

This project involves creating an eBook that will illustrate the impact that experiential education opportunities have on learners, navigating (professional) conduct and relationships through a socio-legal lens, and examining the tensions that arise in human rights law. Consequently, success indicators will be found in their ability to “legal issue spot” or grapple with how the OHRC gets activated when human rights violations occur, and hone the skills (i.e. empathy, civility, effective communication, and critical thinking and emotional intelligence) necessary to respond appropriately. 

The eBook will be accessible online and can be viewed by the York university community and public who are interested. The content can be reused by different users as educational tools and can also be embedded into a wide array of teaching learning contexts from undergraduate to graduate programs to staff and administrators professional training and development, as well as use at faculty development. The content can be combined with other teaching tools such as faculty workshops on experiential education at the Teaching Commons and expanding the Learning Commons on ways students can become more attractive to future employers through experiential education and shared by learners and educators within a variety of relevant organization and institutional websites. 

FUNDED BY:

Academic Innovation Fund, Open Access Teaching and Learning Category IV – York University, 2020

The project focuses on supporting The Centre for Human Rights, Equity and Inclusion (REI) learner cohorts through the dissemination of experiential education activities using Simulated Person Methodology (SPM), based on its effectiveness from prior research and ongoing program evaluation techniques.

The objective of the project is to develop a proactive professional skill-building tool for faculty, students and staff groups.  The REI facilitates a series aligned with Respect, Equity, Diversity and Inclusion training each academic year which is grounded in the legal framework of the Ontario Human Rights Code and emphasizes the value of campus community members championing equity, diversity and inclusion principles.  Further this project offers insight into the extent of rights afforded, and the obligatory responsibilities that members have, as well.

FUNDED BY:

Knowledge Mobilization Grant – Social Sciences & Humanities Research Council, 2019

This study examines students’, educators’, and SPs’ experiences and perceptions of working with simulated person methodology within teaching-learning contexts across professional disciplines and among different groups of students. We evaluated SPM’s impact on students’ learning and explore its application within higher education milieus in order to better understand how it may contribute to the development of professional skills and preparation for employment and extend the use of SPM beyond health care into a variety of disciplines, including social work, education, law and information science. 

Funded By:

Insight Development Grant – Social Sciences & Humanities Research Council, 2018