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As a patient educator, you will spend time communicating directly with both care providers and patients. You will inform doctors, nurses, and specialists about patient needs and preferences while teaching patients exactly what they can expect from upcoming treatments or procedures.


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In some healthcare organizations, patient educators might also be registered nurses. Other patient educators can employ individuals solely in a patient education capacity. Typically, patient educators have at least an undergraduate degree, along with at least a few years of experience in a patient education capacity. Some patient educator positions require one or more certifications.

The responsibilities of a patient educator can vary widely. On some days, you might spend time communicating directly with patients, informing their understanding of all treatment types. On other days, you might implement those same treatment modalities to improve patient outcomes.

Patient educators implement a variety of skills in their healthcare environment. Their well-developed skill sets help them communicate with patients, implement treatment plans, and gauge how well they respond to individual treatment modalities.

The job outlook for patient educators is expected to remain positive over the next decade. From 2019 to 2029, employment for health education specialists is projected to grow by 13%. This forecasted growth rate is much faster than the average across all occupations. One reason behind the expected demand increase for patient educators is their overall usefulness. Patient educators can help healthcare organizations improve the quality of their treatment programs while reducing total costs. At the same time, patient educators can help to improve the reputation of their employing medical centers, helping patients feel heard and valued as they work toward improved outcomes.

Patient educators can work in a wide variety of locations, depending on the nature of their employer. Some patient educators will work in large-scale hospital environments, while others provide specialized care in individual physicians' offices.

A patient educator needs a healthcare focused degree that will help them learn about healthcare terminology, patient relations, and more. A bachelor's degree is typically the minimum requirement for this type of career.

Introduction: Virtual environments offer a variety of benefits and may be a powerful medium with which to provide nursing education. The objective of this study was to compare the achievement of learning outcomes of undergraduate nursing students when a virtual patient trainer or a traditional lecture was used to teach pediatric respiratory content.

Methods: This was a randomized, controlled, posttest design. A virtual pediatric hospital unit was populated with four virtual pediatric patients having different respiratory diseases that were designed to meet the same learning objectives as a traditional lecture. The study began in Spring 2010 with 93 Senior I, baccalaureate nursing students. Students were randomized to receive either a traditional lecture or an experience with a virtual patient trainer. Students' knowledge acquisition was evaluated using multiple-choice questions, and knowledge application was measured as timeliness of care in two simulated clinical scenarios using high-fidelity mannequins and standardized patients.

Results: Ninety-three students participated in the study, of which 46 were in the experimental group that received content using the virtual patient trainer. After the intervention, students in the experimental group had significantly higher knowledge acquisition (P = 0.004) and better knowledge application (P = 0.001) for each of the two scenarios than students in the control group.

Conclusions: The purpose of this project was to compare a virtual patient trainer to a traditional lecture for the achievement of learning outcomes for pediatric respiratory content. Although the virtual patient trainer experience produced statistically better outcomes, the differences may not be clinically significant. The results suggest that a virtual patient trainer may be an effective substitute for the achievement of learning outcomes that are typically met using a traditional lecture format. Further research is needed to understand how best to integrate a virtual patient trainer into undergraduate nursing education.

For over 30 years, medical educators have used standardized patients (SPs), laypersons trained to portray a patient case in a realistic manner, to teach and to assess clinical skills. All medical schools in the US have SP programs in place, and the US and Canada require national examinations using SPs to assess the competency of those wishing to obtain licensure to practice medicine in these countries. To ensure a valid and reliable examination, unwanted variance that can be introduced by SP performance must be addressed. The goal of SP training is to imbue the SP with the characteristics, mannerisms and history of a real patient so that the portrayal is consistent and accurate. The challenge is to ensure consistent portrayal of each case with sufficient realism to elicit the expected clinical performance and to ensure standardized SP performance across multiple examinees. This paper considers the quality assurance methods applied to training the SP trainers and the protocols used to train the SPs, to ensure that the SP performances are sufficiently accurate and standardized, and that the evaluators completing the checklists and scales used for scoring do so correctly and consistently.

The Connex app and health portal works with select Hillrom airway clearance therapies to help patients and clinicians stay informed on therapy progress and make better treatment decisions together.

A trainer is a licensed professional who instructs and trains patients on how to use the Hillrom devices prescribed by their physicians. Clinical trainers train only on Hillrom devices, and they represent Hillrom as an extension of the Respiratory Health business. A trainer provides general product information, training and patient education for the specific prescribed for the patient. Hillrom trainers are paid upon completion of each training.

Trainers are required to learn about Hillrom products via an online training platform. In addition, designated Hillrom representatives will work with you to ensure you have the education and competency to provide an exceptional training experience for our patients and caregivers.

A comprehensive male/female elderly patient care trainer for medical simulation. Evolving from our GERi/KERi full body manikins, it has a more realistic look and feel accurately representing the human anatomy. Weight is distributed to represent a real patient for lifting and carrying.

RxFunction is based in Minnesota however its proprietary equipment is available, by prescription, nationwide. Patients receiving the Walkasins equipment are offered in-home training on that equipment. RxFunction contracts with independent consultants across the country to provide a network of qualified home trainers.

As a contracted Clinical Patient Trainer this position is responsible for performing in-home patient trainings on how to use their Walkasins Lower Limb Sensory Prosthesis prescribed by their clinicians. These trainings will be assigned by RxFunction and at the sole discretion of RxFunction. Scheduling and coordination of these trainings will be handled by the Clinical Patient Trainer. These trainings include teaching the patient and/or caregiver in all aspects of Walkasins use, including donning and doffing and sensory integration training.

There are important steps patients need to take to accurately measure their blood pressure. It is helpful to communicate these steps face-to-face so you can demonstrate how to use the blood pressure device, how to accurately measure blood pressure (PDF) and how to use the blood pressure recording log (PDF).

Standardized Patients (SPs) have been successfully utilized in medical education to enhance simulation-based education (SBE) for both formative and summative learning. Simulation mode(s) and delivery can vary among academic and clinical settings. SBE includes various modes of delivery: Observed structured clinical exams (OSCEs), the use of manikins ranging from low to high fidelity, or hybrid delivery, which can include manikins, task trainers, and SPs. It is important to note that simulation is a pedagogically sound teaching strategy, usually involving technology, that has demonstrated success in various platforms. As more SBE programs include SPs, a critical piece to programmatic success is a standardization process for SP training.

The Society of Simulation in Healthcare (SSH) defines an SP as a person who has been carefully coached to simulate an actual patient (or participant) so accurately that a skilled clinician cannot detect the simulation. SPs can be used to enhance teaching and provide a critical evaluation of performance with feedback during the simulation debriefing.[1]

In SBE, it is essential to employ a pool of SPs that demographically represents the population it serves. To achieve cultural competence learning objectives, the critical first step for an SP program is to recruit, develop, and maintain a diverse SP population.[9] SPs should represent different age groups, racial and ethnic backgrounds, professional, and educational experiences. Bilingual SPs are also very desirable and add another level of learner competency when confronted with non-English-speaking patients. SBE programs may recruit from theater programs and troupes, former or current healthcare workers, students, retirees, or word-of-mouth referrals.[10]

Continuous training is essential for SPs to maintain a quality SBE program. SPs are often recruited to play multiple roles and case assignments during an academic term or across hospital settings. For example, an SP may be asked to portray a patient with an acute illness for a nursing program one day and a spinal cord injury patient for a physical therapy program the next. In hospital settings, an SP may play the role of an unhappy spouse in a morning session or a grieving parent during the afternoon session. Such variations within a simulation program require ongoing case-specific training to ensure SPs' understanding of complex medical equipment and the overall case content, necessitating ongoing collaboration with course faculty to ensure the meeting of learner objectives. It is also critically important for SBE programs to provide frequent SP check-ins to ascertain SP psychological safety due to the many complex roles SPs are asked to play. 041b061a72


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