Questions | Relationship skills | Technical improvements | Pedagogical qualities and team work | Improvement relating to duration |
Right after the S-TPE ‘Describe in a few words what you’ve appreciated in this TPE session’. | ‘Cooperation and collaboration with all stakeholders. 3/3 The good mood of the group the participation’ 3/3 ‘Patients’ attention, yet relaxed; their participation’. | ‘Excessive outside noise’. 2/3 | ‘The organisation, the professionalism of the facilitators’. | The duration is OK |
‘Describe in a few words what may have bothered you in the TPE session’. | ‘A lot of stress and finally it has a good time’. | The objectives of some patients were not those targeted. Fear of ‘doing wrong, of being clumsy, of not being responsive enough to encourage patients to express themselves’. | ||
‘How could this TPE session be improved?’ | ‘Maybe go over some of the wording in our debriefing questions. 1/3 ‘Better detailing and guidance for synthesis - even more patient-friendly’. 2/3 | |||
At a distance from the session: ‘What would you like to say about the sessions that used the simulation today?’ | ‘It was necessary to work personally, a beautiful discovery, an interesting, intense, fascinating and very fun method for the patients. I've learned a lot. The teamwork was very rich. A complicity has appeared, there is a better mutual acquaintance’. | ‘The sound wasn't optimum’. | It was very rewarding to use a new method, to share this TPE experience with other professionals. I've grown in skill and confidence. This tool can be very enriching for patients, it could be used during the stay with specific objectives. This allowed them to refine, confront and learn. I appropriated the method once the apprehension passed that made me mature, has been more experience to continue with other tools. It made me aware of what I still had to work on, such as managing the group, how to refocus them, how to bring them back with benevolence. 3/3 The teamwork was very rich. A complicity has appeared, there is a better mutual acquaintance. | |
‘What do you see as the limitations of using TPE simulation to enable patients to learn how to manage their disease on a daily basis?’ | They have to be included in a TPE course, that’s all for those who didn't speak or write French well, by questioning them I was able to see that they had the expected reasoning, they got involved and took advantage of the session like the others. He’s got as well with the hearing-impaired person. For the motor disability, the patient who was moving very badly did not play the scenario but was very active in the rest of the study. 2/3 | ‘One of the workshops has been more difficult: less listening. Some participants spoke without hearing what was being said, as in other methods’ It is necessary for the patient to be included in a TPE group session, the number could influence the group dynamics up to eight was perfect, up to 10 max but beyond that it is difficult. ‘Aiming for goals that concern them’. | ||
‘What do you see as the benefits of using TPE simulation to help patients learn how to manage their disease on a daily basis?’ | ‘Sounds promising, superior to the paper-and-pencil methods’. | ‘They are attentive in action, they take notes, note the difficulties. They are involved in analysis and the search for improvement. They confront each other in their practices. It’s a fun method that appeals to all the senses: visual, auditory, kinaesthetic. This method allows each person to express themselves, their daily life, they were able to communicate, exchange, share and they need it. It is more concrete than other approaches, the training was very constructive, with the multi-professional team, the different experiences, the very rich sharing, participating in a research is to grow, to learn, to question oneself, to advance.’ The development of coping skills (not feeling alone, gaining self-confidence, managing stress, talking about one’s illness) is a complete overview of the issue (hypoglycaemia in this case) and is used in all its dimensions. It’s concrete, speaking, explicit, it’s lived for them, they recognised themselves in the situation’. 3/3 S-TPE is relevant with patients. | ||
‘ ‘What improvements would you suggest for the use of simulation in S-TPE?’ | Perfection in group facilitation. Awareness that I need other tools to manage a group. | Improvement of the technical part, especially the sound part. | ‘The synthesis time could be more relevant, for example: ask them what they would do in the event of a future hypoglycaemia, precisely, and have them say what the consequences would be’. Better target patients vs goals. Reducing goals. | ‘Thus staying within the time of a classic 2-hour session’. |
S-TPE, Simulation for Therapeutic Patient Education.