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Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis

Julia Terry Orcid Logo, Rachel Wilks, Jo Davies

Advances in Health Sciences Education

Swansea University Authors: Julia Terry Orcid Logo, Rachel Wilks, Jo Davies

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DOI (Published version): 10.1007/s10459-025-10452-5

Abstract

Virtual and simulated patients are increasingly used in health professional education as learning about patient needs in a safe space greatly benefits student knowledge and skills and increases their empathy towards patients. Yet to date there has been limited focus on using simulated learning techn...

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Published in: Advances in Health Sciences Education
ISSN: 1382-4996 1573-1677
Published: Springer Science and Business Media LLC 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69917
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spelling 2025-09-04T12:41:40.9794729 v2 69917 2025-07-08 Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis aeb9b7bc739735cab8b0d3c06ccf6712 0000-0002-6827-0029 Julia Terry Julia Terry true false 83d77769befaf6ef3dc94abe69dd0fe3 Rachel Wilks Rachel Wilks true false f568c1ff291a8876768b8a0096ab5018 Jo Davies Jo Davies true false 2025-07-08 HSOC Virtual and simulated patients are increasingly used in health professional education as learning about patient needs in a safe space greatly benefits student knowledge and skills and increases their empathy towards patients. Yet to date there has been limited focus on using simulated learning techniques in health professional education to promote learning about D/deaf and hard of hearing patients. We used systematic review methodology to search, identify, appraise and abstract relevant articles across CINAHL, MEDLINE, ASSIA and Proquest Central, Scopus, Web of Science and Cochrane databases yielding a total of 1112 papers. After removing duplicates, inclusion criteria were defined and applied, resulting in 132 articles retrieved for full-text review. Six articles met all inclusion criteria, addressing simulated learning methods for health professional students that provide educational opportunities about Deaf patient experiences. Findings suggest that a myriad of possible simulation modalities can be developed that include opportunities to learn about the D/deaf patient experience and to consider learning about communication and application of knowledge to a specific topic environment. This qualitative synthesis provides insight into potential methods and styles of delivery, whilst noting a very small number of studies in this area. Future research should focus on rigorous and longitudinal studies to understand more about student learning and how interventions impact on their communication and encounters with D/deaf patients. Journal Article Advances in Health Sciences Education 0 Springer Science and Business Media LLC 1382-4996 1573-1677 Simulation-based-education; Immersive learning; Virtual reality; Deaf; Hard of hearing; Empathy; Communication 9 7 2025 2025-07-09 10.1007/s10459-025-10452-5 COLLEGE NANME Health and Social Care School COLLEGE CODE HSOC Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University; Morgan Advances Studies Institute 2025-09-04T12:41:40.9794729 2025-07-08T13:33:00.4857703 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing Julia Terry 0000-0002-6827-0029 1 Rachel Wilks 2 Jo Davies 3 69917__34857__df17e6214cd74494b6b93180238cb281.pdf 69917.VoR.pdf 2025-07-29T13:07:14.7576358 Output 1496962 application/pdf Version of Record true © The Author(s) 2025. This article is licensed under a Creative Commons Attribution 4.0 International License. true eng http://creativecommons.org/licenses/by/4.0/
title Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis
spellingShingle Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis
Julia Terry
Rachel Wilks
Jo Davies
title_short Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis
title_full Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis
title_fullStr Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis
title_full_unstemmed Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis
title_sort Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis
author_id_str_mv aeb9b7bc739735cab8b0d3c06ccf6712
83d77769befaf6ef3dc94abe69dd0fe3
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author_id_fullname_str_mv aeb9b7bc739735cab8b0d3c06ccf6712_***_Julia Terry
83d77769befaf6ef3dc94abe69dd0fe3_***_Rachel Wilks
f568c1ff291a8876768b8a0096ab5018_***_Jo Davies
author Julia Terry
Rachel Wilks
Jo Davies
author2 Julia Terry
Rachel Wilks
Jo Davies
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container_title Advances in Health Sciences Education
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publishDate 2025
institution Swansea University
issn 1382-4996
1573-1677
doi_str_mv 10.1007/s10459-025-10452-5
publisher Springer Science and Business Media LLC
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hierarchy_top_title Faculty of Medicine, Health and Life Sciences
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hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing
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description Virtual and simulated patients are increasingly used in health professional education as learning about patient needs in a safe space greatly benefits student knowledge and skills and increases their empathy towards patients. Yet to date there has been limited focus on using simulated learning techniques in health professional education to promote learning about D/deaf and hard of hearing patients. We used systematic review methodology to search, identify, appraise and abstract relevant articles across CINAHL, MEDLINE, ASSIA and Proquest Central, Scopus, Web of Science and Cochrane databases yielding a total of 1112 papers. After removing duplicates, inclusion criteria were defined and applied, resulting in 132 articles retrieved for full-text review. Six articles met all inclusion criteria, addressing simulated learning methods for health professional students that provide educational opportunities about Deaf patient experiences. Findings suggest that a myriad of possible simulation modalities can be developed that include opportunities to learn about the D/deaf patient experience and to consider learning about communication and application of knowledge to a specific topic environment. This qualitative synthesis provides insight into potential methods and styles of delivery, whilst noting a very small number of studies in this area. Future research should focus on rigorous and longitudinal studies to understand more about student learning and how interventions impact on their communication and encounters with D/deaf patients.
published_date 2025-07-09T18:01:13Z
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