CE Course

Foundations in Working with Standardized Patients from the Simulated Patient Network

Presented By:
Debra Nestel, AM, PhD, FAcadMed, FSSH
Cathy Smith, PhD, MA, BA(Hons), CHSE
Jennifer Harlim, PhD, MBA, BA(Hons)
Foundation in working with Simulated Patients
3 Months
14 Contact Hour of RN CE
30-Day Money Back
AI Transcribed Video with Slides
Beginner & Proficient
14 Hour(s)

This online 14-hour CE course introduces fundamental concepts in simulated participant methodology. While the phrase “standardized patient” is still used, the healthcare simulation community is shifting language to describing this method to simulated patient, simulated participant and simply SP. We will refer to “SP” to minimize confusion. The Foundation Program (M1) introduces the concept of SP methodology. Course 2 introduces approaches to creating roles for SPs. Course 3 introduces approaches to training SPs for role portrayal. Course 4 introduces core facets of SP program management – whether a program is small or large, beginning or mature. In each course, you’re introduced to a wide range of resources with core and extension work by experts in the field, including templates. Throughout each course, you’re encouraged to make meaning of the content for your own setting. Additionally, you are prompted to record your answers to probing and reflective questions.
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Please note that the formatting for these courses are currently being reviewed after the move to this new e-learning platform. During this time of transition, you may see some incorrect formatting as these courses are optimized for the previous e-learning platform. The majority of content will not be impacted if you already have access. We thank you for your patience & understanding during this period.

Abstract:

This is a bundle of foundational courses from Simulated Patient Network covering SP methodology. The bundle consists of the following courses:

  • M1: Foundation program in SP methodology
    • Course 1 introduces the concept of SP methodology. It covers key terms and scope of practice of SPs and those involved in the method. In summary, the course considers the who, what, why and how of the method and acknowledges its origins. The instructors share standards associated with SP methodology and their favourite SP resources. You may be more familiar with SP work through the less used term – “standardized patient”. We also trace changes in the words used to describe the method. RN CE Contact Hours: 5
  • M2: Creating roles for SPs
    • Course 2 introduces approaches to creating roles for SPs (once known as “standardized patients”). This task is fundamental to SP work – usually a text document (sometimes with audiovisual supplements), the written SP role provides guidance to the SP about their character, the purpose of the scenario, their health issue (or other relevant information). While there is no one right way to do this, some approaches are better suited to some contexts than others. Templates are valuable for documenting roles. They prompt the authors for specific and usually critical information. We share approaches and templates. RN CE Contact Hours: 3
  • M3: Training methods for SPs – role portrayal
    • o Course 3 introduces approaches to training SPs for role portrayal. Once again there is no one right way to do this. We share approaches that we have used for many years and others that are documented in literature. The approaches are sufficiently flexible to suit the different contexts in which SPs work. They are engaging and the 4-stage approach is informed by performance theory. We also share techniques that help SPs to remember aspects of their roles for portrayal. RN CE Contact Hours: 3
  • M4: SP program management
    • Course 4 introduces core facets of SP program management – whether a program is small or large, beginning or mature. Some of you will be managing a program on your own while others will have a team in place. We focus on five areas: key aspects of SP program management, including the types of activities and roles and responsibilities of the person responsible for program management; SP recruitment; SP databases; challenges in managing SP programs; and program quality management. RN CE Contact Hours: 3

M1 Learning Objectives:

  1. Define the terms – “standardized patient” and simulated patient (SP)
  2. Recognize different terms used in SP methodology
  3. Outline the scope of practice of SPs
  4. Outline standards associated with SP methodology
  5. Describe where to find really good resources on SP methodology

M2: Learning Objectives:

  1. Identify key elements of a simulated patient (SP) role
  2. Describe approaches to writing roles for SPs
  3. Write an SP role draft
  4. Outline approaches to evaluation of SP roles

M3: Learning Objectives:

  1. Outline the importance of training SPs for role portrayal
  2. Describe a systematic approach to SP training for role portrayal
  3. Identify benefits of the 4-stage model
  4. Identify challenges of the 4-stage model
  5. Consider alternative approaches to training SPs for role portrayal

M4: Learning Objectives:

  1. Consider key aspects of SP program management
  2. Describe strategies for SP recruitment
  3. Describe fields in an SP database
  4. Identify SP program challenges
  5. Outline SP program quality management strategies

Webinar Content

Expand All
Module 1: Foundation program in SP methodology
Module 2: Creating roles for SPs
Module 3: Training methods for SPs – role portrayal (This course is currently being reviewed)
Module 4: SP program management
Lesson Content
0% Complete 0/1 Steps
Lesson Content
0% Complete 0/1 Steps
Evaluation Survey & Certificate

Meet the Presenter(s):

Debra Nestel AM, PhD, FAcadMed, FSSH
Professor of Simulation Education in Healthcare at

Debra Nestel is Professor of Simulation Education in Healthcare, Monash University, and Professor of Surgical Education, Department of Surgery, University of Melbourne, Australia. Debra is founding Editor-in-Chief (EIC), International Journal of Healthcare Simulation (IJoHS), has been (EIC) of BMJ Simulation and Technology Enhanced Learning (STEL), the journal of the Association for Simulation Practice in Healthcare (ASPiH) and was founding EIC at Advances in Simulation, the journal of the Society in Europe for Simulation Applied to Medicine (SESAM).
Debra is program lead for the Graduate Programs in Surgical Education (Department of Surgery, University of Melbourne and Royal Australasian College of Surgeons) and the Graduate Programs in Clinical Simulation (Monash University). Debra leads a national faculty development program for simulation practitioners – NHET-Sim and a virtual network in Simulated Patient Methodology. She has received national awards for her work in healthcare simulation (Ray Page Award for service to the simulation community, Simulation Australasia and a Program Innovation Award, Australian Government) and a Presidential Citation from the Society for Simulation in Healthcare (SSH). In 2021, Debra was made a member of the Order of Australia (AM) for her work in simulation and medical education. She has held many positions in professional associations across her career. Mainly a qualitative researcher, Debra has published over 200 peer-reviewed papers in health professions education, edited books on simulated patient methodology (2015), healthcare simulation (2017), surgical education (2019) and research methods for healthcare simulation (2019).

Disclosures: Professor Nestel receives royalties from Wiley Blackwell & Springer.
Cathy Smith PhD, MA, BA(Hons), CHSE
Interprofessional and Simulation Educator in the Division of Training and Simulation at Baycrest

Cathy Smith (PhD, MA, BA(Hons), CHSE)) is an Interprofessional and Simulation Educator in the Division of Training and Simulation at Baycrest, a  health system for the care of older adults, located in Toronto, Canada. In addition, she consults with various educational and assessment organizations nationally and internationally. She works with learners at all stages and has developed curriculum for diverse formats, ranging from face-to-face to web-based platforms. Recognition for her work includes: the Ruedy Award (Canadian Association of Faculties of Medicine) for innovation in medical education; the Blizzard Award (Canadian Society for Teaching and Learning in Higher Education) for outstanding teaching; the Association of Standardized Patient Educators (ASPE) Outstanding Educator Award; and the SIMone Simulation Citizen of the Year Award. A long time ASPE member, she is the  immediate past chair of the International Committee. She serves on the editorial board of the International Journal of Healthcare Simulation, has contributed chapters to books related to SP methodology, and created  modules for the Simulated Patient Network. Cathy has a particular research interest in the role of SPs in simulation-based education. Recent articles published include qualitative studies related to working with SPs and co-authoring the ASPE Standards of Best Practice for human role players in simulation.

Disclosures: None
Jennifer Harlim PhD, MBA, BA(Hons)
Research Associate and the Programme Manager at

Jennifer Harlim (PhD MBA BA(Hons)) completed her PhD studies at the Royal Melbourne Institute of Technology (RMIT), Australia. Her post-graduate research was in the area of engineering education and professional development focusing on problem solving. Prior to and during her PhD studies, Jennifer was actively involved in a number of educational-based projects. After completing her research studies in 2013, she worked with a team of researchers and educators at the School of Health Sciences, RMIT University. Her knowledge of educational theories and prior experience on working in educational projects contributed to the last stage of the project where the 3-D simulation game, Second Life was utilised for the training of healthcare students. She joined Monash University in early 2014 and has since then been involved in various simulation-based learning projects within the field of healthcare education, working together with Professor Debra Nestel. She is also currently a Research Associate and the Programme Manager of the NHET-Sim Programme. Her research interests include problem solving, simulation-based learning, engineering/healthcare education and professional practice and research methods, particularly the use of qualitative research in traditionally fields based on quantitative research.

Disclosures: None

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Meet the Host(s):

Lance Baily BA, EMT-B
Founder / CEO at HealthySimulation.com
Lance Baily, BA, EMT-B, is the Founder / CEO of HealthySimulation.com, which he started in 2010 while serving as the Director of the Nevada System of Higher Education’s Clinical Simulation Center of Las Vegas. Lance also founded SimGHOSTS.org, the world’s only non-profit organization dedicated to supporting professionals operating healthcare simulation technologies. His co-edited Book: “Comprehensive Healthcare Simulation: Operations, Technology, and Innovative Practice” is cited as a key source for professional certification in the industry. Lance’s background also includes serving as a Simulation Technology Specialist for the LA Community College District, EMS fire fighting, Hollywood movie production, rescue diving, and global travel. He and his wife live with their two brilliant daughters and one crazy dachshund in Las Vegas, Nevada.
Disclosures: Lance is the Founder /CEO and sole owner of HealthySimulation.com, and is the Founder and Advisor to the Board of SimGHOSTS.org.

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