Dr. Tulp attends the soft machine: patient simulators, user involvement and intellectual disability.
Simulation as a way to teach clinical skills attracts much critical attention. Its benefits, however, might be significantly reduced when the simulation model used relies exclusively on patient simulators. This is particularly true if the intended patient population for students taught is characterized by intellectual disability. Learning to care for people with intellectual disability might be better supplemented when the simulation model used incorporates input from 'real' people. If these people themselves have intellectual disabilities then the verisimilitude of the simulation will be higher and the outcomes for learners and potential patients will also be improved.
Centre for Health and Social Care Research, 32 Collegiate Crescent, Faculty of Health and Wellbeing, Sheffield Hallam University, Sheffield S10 2BP, UK. A.McClimens@shu.ac.uk
Alex
A
McClimens
Robin
R
Lewis
Jacqui
J
Brewster
D000328:Adult; D002983:Clinical Competence / Q000592:standards*; D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D008607:Intellectual Disability / Q000451:nursing*; D016544:Patient Simulation; D010865:Pilot Projects; D012947:Social Work / Q000193:education