Abstract
Academics' knowledge of illness experiences often influences how they are portrayed in health profession education (HPE). Simulated participants (SPs) play the role of a person with a premeditated illness for educational purposes. While the person with the illness experience is central to HPE, their involvement is frequently absent or tokenistic. This study used a hermeneutic phenomenological approach involving personal and public involvement (PPI) inductively and holistically to explore SPs lived experiences of representing the illness experience in the realm of simulation. Merleau-Ponty and Stanislavski's conceptions of embodiment were integrated to provide context for the SP's experiences. During twelve interviews, drawings were used to elicit information. SPs transition from being themselves to embodying the person they portray. Getting into and out of illnesses can be easy or difficult, depending on the portrayal or the SP's investment. Academics must ensure that simulation accurately represents the patient's illness. It is critical that SPs and individuals with the illness experience are valued for their contributions to HPE and encouraged to engage in all stages of the simulation process, from planning to evaluation. Sufficient training and support are required to successfully reflect a person’s illness experience and de-role without residue.Thesis embargoed until 31 July 2025.
| Date of Award | Jul 2022 |
|---|---|
| Original language | English |
| Awarding Institution |
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| Sponsors | Northern Ireland Department for the Economy |
| Supervisor | Gerard Gormley (Supervisor) & Jenny Johnston (Supervisor) |
Keywords
- Simulated participants (SPs)
- illness experiences
- health profession education (HPE)
- simulated based education (SBE)
- phenomenology
- personal and public involvement (PPI)
- Merleau-Ponty
- Stanislavski
- scoping review
- creative methods