Research Article
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Simüle hastalar: onları ne motive eder ve ihtiyaçları nedir?

Year 2018, Volume: 17 Issue: 51, 33 - 46, 30.04.2018
https://doi.org/10.25282/ted.346671

Abstract

Amaç

Kaynakların kısıtlı olduğu kurumlarda gönüllü simüle hastaların çalışma
nedenlerinin ve psikolojik ihtiyaçlarının belirlenmesi, bu grubun ücretsiz
olarak desteğini sürdürmek açısından faydalı olabilir. Bu çalışmada, Temel
İnsan İhtiyaç Teorisini kullanarak, simüle hastaların neden gönüllü olarak
simulasyon eğitimine katıldıklarını araştırmayı amaçladık.   

Gereç ve yöntem

Kalitatif araştırma yöntemi kullanarak dokuz simüle
hasta ile derinlemesine görüşme yaptık. Görüşmeler içerik analizi ilkelerine
göre kayıt altınaalında ve analiz edildi. Simüle hastaların tıp eğitimine neden
gönüllü olarak destek verdiklerini anlamak için Maslow’un İhtiyaçlar
Hiyerarşisi kuramsal çerçeve olarak kullanıldı. 

Bulgular

Bu çalışmada simüle hastaların genital muayeneden çekindiklerini, bir
gruba ait olmayı sevdiklerini, tıp öğrencilerinin eğitiminden sorumluluk
duyduklarını, ihtiyaç duyulmayı ve kabul edilmeyi takdir ettiklerini ve iyi
performans kaygısı taşıdıklarını saptadık.

Sonuç















Bu çalışmada gönüllü simüle hastaların ihtiyaçları ile ilgili teoriye
dayalı bulgular sunulmuştur. Gönüllü simüle hastaların ihtiyaçlarını nasıl
karşılarız sorusu evrensel bireysel ihtiyaçların karşılanmasını açıklayan Temel
İnsan İhtiyaç Modelinin uygulanması ile cevaplanabilir. Simüle hastalar
açısından kendini güvende hissetmek, ihtiyaç duyulduğunu ve değer verildiğini
görmek, onların mutlu olmaları sağlayarak çalışma isteklerini artırabilir ve
desteklerinin sürmesi sağlayabilir.

References

  • 1. Wallace P. Following the treads of an innovation: the history of standardized patients in medical education. Caduceus. 1997;13:5–28.
  • 2. You EY. Medical simulation. Journal of the Korean Medical Association. 2005;48:267-76.
  • 3. Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills. Acad Med. 1993;68:443–51.
  • 4. Adamo G. Simulated and standardized patients in OSCEs: achievements and challenges 1992-2003. Med Teach. 2003;25(3):262-70.
  • 5. Mcnaughton N, Tiberius R and Hodges B. Effects of portraying psychologically and emotionally complex standardised patient roles. Teaching and Learning in Medicine. 1999;11(3):135-41.
  • 6. Abe K, Roter D, Erby LH, Ban N. A nationwide survey of standardized patients: Who they are, what they do, and how they experience their work. Patient Education and Counselling. 2011;84:261-64.
  • 7. Spencer J, Dales J. Meeting the needs of simulated patients and caring for the person behind them? Med Ed. 2006;40:3–5.
  • 8. Maslow, AH. Motivation and Personality. (3rd ed.). New York, NY: Harper & Row, 1987.
  • 9. Herbst LH. Applying the concepts from Maslow in a large U.S. hospice program. Journal of Palliative Care. 2006;9:1049−50.
  • 10. Zalenski RJ, Raspa R. Maslow's Hierarchy of Needs: A framework for achieving human potential in hospice. Journal of Palliative Medicine. 2006;9:1120−27.
  • 11. Benson SG, Dundis SP. Understanding and motivating health care employees: integrating Maslow's hierarchy of needs, training and technology. J Nurs Manag. 2003;11(5):315-20.
  • 12. Duncan MKW, Blugis A. Maslow’s Needs Hierarchy as a Framework for Evaluating Hospitality Houses’ Resources and Services. Journal of Pediatric Nursing. 2006;26(4):325-31.
  • 13. Hanson JL, Balmer DF, Giardino AP. Qualitative research methods for medical educators. Academic Pediatrics. 2011;1:375-86.
  • 14. Saeednia Y. Generating a scale measuring hierarchy of basic needs. Procedia Social and Behavioral Sciences. 2011;15:3084-94.
  • 15. Marshall, M. Sampling for qualitative research. Family Practice. 1996;13;522-25.
  • 16. Pope P, Ziebland S, Nicholas M. Analysing qualitative data. British Medical Journal. 2000;320:114-6.
  • 17. MacLean LM, Meyer M, Estable A. Improving accuracy of transcripts in qualitative research. Qualitative Health Research. 2004;14:113-23.
  • 18. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qualitative Health Research. 2005;15:1277-88.
  • 19. Downe-Wamboldt B. Content analysis: Method, applications, and issues. Health Care Women International. 1992;13:313–21.
  • 20. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today. 2004;24:105–12.
  • 21. Sandelowski M. The problem of rigor in qualitative research. Advances in Nursing Science. 1986;8:27-37.
  • 22. Maslow AH. The Maslow Business Reader (D.C. Stephens ed.), New York, John Wiley & Sons; 2000.
  • 23. Tanner R. Motivation-Applying Maslow’s hierarchy of needs theory. https://managementisajourney.com/motivation-applying-maslows-hierarchy-of-needs-theory/ Accessed 13 Dec 2015.
  • 24. Nestel D, Tabak D, Tierney T, Layat-Burn C, Robb A, Clark S, et al. Key challenges in simulated programs: An international comparative case study. BMC Medic Educ. 2011;11:69.
  • 25. Abe K, Suzuki T, Fujisaki K, Ban N. Demographic characteristics of standardized patients and their satisfaction and burdensome in Japan: the first report of a nationwide survey. Med Educ. (Japanese) 2007;38:301-7.
  • 26. Bokken L, Rethans JJ, Van Heurn L, Duvivier R, Scherpbier A, van der Vleuten C. Students’ views on the use of real patients and simulated patients in undergraduate medical education. Acad Med. 2009;84:958-63.
  • 27. Wanggren K, Pettersson G, Csemiczky G, Gemzell-Danielsson K. Teaching medical students gynecological examination using professional patients—Evaluation of students’ skills and feelings. Med Teach. 2005;27:130-5.
  • 28. Harbaugh WT, Mayr U, Burghart DR. Natural responses to taxation and voluntary giving reveal motives for charitable donations. Science. 2007;316(5831):1622-5.
  • 29. Peggy Thoits PA, Hewitt LN. Volunteer Work and Well-Being. Journal of Health and Social Behavior. 2001;42(2):115-31.
  • 30. McGowan, K. The Hidden Side of Happiness. Psychology Today. 2006;39(2):68.
  • 31. Cleland JA, Abe K, Rethans J. The use of simulated patients in medical education: AMEE Guide No 42.1. Medical Teacher. 2009;31:477-86.
  • 32. Maslow AH. The Farther Reaches of Human Nature. New York, Viking; 1971.
  • 33. Cook DA, Bordage G, Schmidt HS. Description, justification and clarification: A framework for classifying the purposes of research in medical education. Med Educ. 2008;42:128–33.
  • 34. Lethbridge D. A Marxist theory of self-actualization. Journal of Humanistic Psychology. 1986;26(2):84-103.
  • 35. Rowan J. Nine humanistic heresies. Journal of Humanistic Psychology. 1987;27(2):141-1 57. 36. Neher A. Maslow’s theory of motivation: A critique. Journal of Humanistic Psychology. 1991;31(3):89-112.
  • 37. Yang K. Beyond Maslow’s culture-bound linear theory: a preliminary statement of the double –Y model of basic human needs. (Nebraska Symposium on Motivation, Vol. 49: 175- 255. Cross-cultural Differences in Perspectives on the Self. Lincoln, NE: University of Nebraska Press; 2001.
  • 38. Hofstede G. Motivation, leadership, and organization: Do American theories apply abroad? Organization Dynamics. 1980;9:42-63.
  • 39. Nevis EC. Cultural assumptions and productivity: The United States and China. In E.H. Schein (ed.): The art of managing human resources (pp. 228-244). New York, Oxford University Press; 1983.
  • 40. Andres TD. Management by Filipino values. Quezon City, Philippines: New Day Publishers; 1987. 41. Runglerkrengkrai S, Engkainen S. The motivation and need satisfaction of the Thai managerial elite. Asia Pasific Journal of Management. 1986;3(3):194-7.

Volunteer simulated patients: what does motivate them and what are their needs?

Year 2018, Volume: 17 Issue: 51, 33 - 46, 30.04.2018
https://doi.org/10.25282/ted.346671

Abstract

Background
and aims

Revealing the motivational drives and psychological
needs of voluntary simulated patients, especially in institutions were
resources are deficient, could help to promote a sustainable reserve without a
need for remuneration. We aimed to explore the reasons why simulated patients
participate in simulated education voluntarily using the concept of Basic Human
Needs Theory.

Material and methods

We chose a
qualitative method, in which in-depth interviews were performed with nine
simulated patients. Interviews were recorded and analyzed according to the
principles of content analysis. We suggest Maslow's Hierarchy of Needs as a
conceptual framework for understanding what makes simulated patients contribute
voluntarily in medical education.

Results

We identified that simulated patients are anxious
about genital examination, enjoy being part of a group, feel responsible for
educating medical students, appreciate to be needed and accepted and worry
about good performance.

Conclusions















We present findings from a theory-driven evaluation of
volunteer simulated patients’ needs. The question how to satisfy the needs of
volunteer simulated patients may be answered by applying
the basic human needs model which offers a means for understanding these encounters
in terms of global individual needs.
To make the simulated patient feel safe,
needed and valued could possibly result in happiness and enhanced motivation and
provide sustainability of participation. 

References

  • 1. Wallace P. Following the treads of an innovation: the history of standardized patients in medical education. Caduceus. 1997;13:5–28.
  • 2. You EY. Medical simulation. Journal of the Korean Medical Association. 2005;48:267-76.
  • 3. Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills. Acad Med. 1993;68:443–51.
  • 4. Adamo G. Simulated and standardized patients in OSCEs: achievements and challenges 1992-2003. Med Teach. 2003;25(3):262-70.
  • 5. Mcnaughton N, Tiberius R and Hodges B. Effects of portraying psychologically and emotionally complex standardised patient roles. Teaching and Learning in Medicine. 1999;11(3):135-41.
  • 6. Abe K, Roter D, Erby LH, Ban N. A nationwide survey of standardized patients: Who they are, what they do, and how they experience their work. Patient Education and Counselling. 2011;84:261-64.
  • 7. Spencer J, Dales J. Meeting the needs of simulated patients and caring for the person behind them? Med Ed. 2006;40:3–5.
  • 8. Maslow, AH. Motivation and Personality. (3rd ed.). New York, NY: Harper & Row, 1987.
  • 9. Herbst LH. Applying the concepts from Maslow in a large U.S. hospice program. Journal of Palliative Care. 2006;9:1049−50.
  • 10. Zalenski RJ, Raspa R. Maslow's Hierarchy of Needs: A framework for achieving human potential in hospice. Journal of Palliative Medicine. 2006;9:1120−27.
  • 11. Benson SG, Dundis SP. Understanding and motivating health care employees: integrating Maslow's hierarchy of needs, training and technology. J Nurs Manag. 2003;11(5):315-20.
  • 12. Duncan MKW, Blugis A. Maslow’s Needs Hierarchy as a Framework for Evaluating Hospitality Houses’ Resources and Services. Journal of Pediatric Nursing. 2006;26(4):325-31.
  • 13. Hanson JL, Balmer DF, Giardino AP. Qualitative research methods for medical educators. Academic Pediatrics. 2011;1:375-86.
  • 14. Saeednia Y. Generating a scale measuring hierarchy of basic needs. Procedia Social and Behavioral Sciences. 2011;15:3084-94.
  • 15. Marshall, M. Sampling for qualitative research. Family Practice. 1996;13;522-25.
  • 16. Pope P, Ziebland S, Nicholas M. Analysing qualitative data. British Medical Journal. 2000;320:114-6.
  • 17. MacLean LM, Meyer M, Estable A. Improving accuracy of transcripts in qualitative research. Qualitative Health Research. 2004;14:113-23.
  • 18. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qualitative Health Research. 2005;15:1277-88.
  • 19. Downe-Wamboldt B. Content analysis: Method, applications, and issues. Health Care Women International. 1992;13:313–21.
  • 20. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today. 2004;24:105–12.
  • 21. Sandelowski M. The problem of rigor in qualitative research. Advances in Nursing Science. 1986;8:27-37.
  • 22. Maslow AH. The Maslow Business Reader (D.C. Stephens ed.), New York, John Wiley & Sons; 2000.
  • 23. Tanner R. Motivation-Applying Maslow’s hierarchy of needs theory. https://managementisajourney.com/motivation-applying-maslows-hierarchy-of-needs-theory/ Accessed 13 Dec 2015.
  • 24. Nestel D, Tabak D, Tierney T, Layat-Burn C, Robb A, Clark S, et al. Key challenges in simulated programs: An international comparative case study. BMC Medic Educ. 2011;11:69.
  • 25. Abe K, Suzuki T, Fujisaki K, Ban N. Demographic characteristics of standardized patients and their satisfaction and burdensome in Japan: the first report of a nationwide survey. Med Educ. (Japanese) 2007;38:301-7.
  • 26. Bokken L, Rethans JJ, Van Heurn L, Duvivier R, Scherpbier A, van der Vleuten C. Students’ views on the use of real patients and simulated patients in undergraduate medical education. Acad Med. 2009;84:958-63.
  • 27. Wanggren K, Pettersson G, Csemiczky G, Gemzell-Danielsson K. Teaching medical students gynecological examination using professional patients—Evaluation of students’ skills and feelings. Med Teach. 2005;27:130-5.
  • 28. Harbaugh WT, Mayr U, Burghart DR. Natural responses to taxation and voluntary giving reveal motives for charitable donations. Science. 2007;316(5831):1622-5.
  • 29. Peggy Thoits PA, Hewitt LN. Volunteer Work and Well-Being. Journal of Health and Social Behavior. 2001;42(2):115-31.
  • 30. McGowan, K. The Hidden Side of Happiness. Psychology Today. 2006;39(2):68.
  • 31. Cleland JA, Abe K, Rethans J. The use of simulated patients in medical education: AMEE Guide No 42.1. Medical Teacher. 2009;31:477-86.
  • 32. Maslow AH. The Farther Reaches of Human Nature. New York, Viking; 1971.
  • 33. Cook DA, Bordage G, Schmidt HS. Description, justification and clarification: A framework for classifying the purposes of research in medical education. Med Educ. 2008;42:128–33.
  • 34. Lethbridge D. A Marxist theory of self-actualization. Journal of Humanistic Psychology. 1986;26(2):84-103.
  • 35. Rowan J. Nine humanistic heresies. Journal of Humanistic Psychology. 1987;27(2):141-1 57. 36. Neher A. Maslow’s theory of motivation: A critique. Journal of Humanistic Psychology. 1991;31(3):89-112.
  • 37. Yang K. Beyond Maslow’s culture-bound linear theory: a preliminary statement of the double –Y model of basic human needs. (Nebraska Symposium on Motivation, Vol. 49: 175- 255. Cross-cultural Differences in Perspectives on the Self. Lincoln, NE: University of Nebraska Press; 2001.
  • 38. Hofstede G. Motivation, leadership, and organization: Do American theories apply abroad? Organization Dynamics. 1980;9:42-63.
  • 39. Nevis EC. Cultural assumptions and productivity: The United States and China. In E.H. Schein (ed.): The art of managing human resources (pp. 228-244). New York, Oxford University Press; 1983.
  • 40. Andres TD. Management by Filipino values. Quezon City, Philippines: New Day Publishers; 1987. 41. Runglerkrengkrai S, Engkainen S. The motivation and need satisfaction of the Thai managerial elite. Asia Pasific Journal of Management. 1986;3(3):194-7.
There are 39 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Original Article
Authors

Tamer Edirne

Serdar Özdemir

Cüneyt O. Kara

Publication Date April 30, 2018
Submission Date October 26, 2017
Published in Issue Year 2018 Volume: 17 Issue: 51

Cite

Vancouver Edirne T, Özdemir S, Kara CO. Simüle hastalar: onları ne motive eder ve ihtiyaçları nedir?. TED. 2018;17(51):33-46.